Carpenter (2025) argues that “successful learning is not the total time spent learning, but the way in which that studying and teaching time is used.” One strategy for improving learning is ‘spaced practice’ in which multiple learning sessions are spread out over time. For example, in one study students attempted to retrieve information related to a science lesson either immediately after the lesson or a few days after the lesson. Students who attempted to retrieve the information a few days after the lesson performed significantly better on the end of semester exam. The same type of results were obtained for students studying history and French.
The better performance is attributed to the increased effort required to retrieve information when practice opportunities are spaced apart. Not only do students who engage in spaced practice learn concepts better, they also demonstrate enhanced understanding and are better able to apply the knowledge to unique situations (i.e., transfer their learning).
Implementing Spaced Practice in Literacy Lessons
- Break lessons into multiple smaller sessions: For example, you could introduce a grapheme or a group of graphemes representing a particular phoneme in the initial lesson and then each day students could practice reading and learning a small number of words using those graphemes.
- Revise concepts from previous lessons: Each lesson could begin by showing students all the graphemes learned to-date for students to read or they could be asked to write the graphemes.
- Harness technology: Use quiz or spelling apps to provide repeated practice.
- Include cumulative retrieval practice: For example, previously introduced graphemes can be included in the new words students are learning. Perhaps ‘oo’ and ‘er’ were previously introduced. Although, students may now be learning ‘ar’, words such as ‘farmer’ and ‘cartoon’ can be included in the list.
- Intersperse spacing with other activities: For example, a literacy lesson could be comprised of a number of different smaller activities such as practising graphemes, learning vocabulary, learning a prefix, suffix and root word, doing a spelling activity, etc. These activities would be even more powerful if they were linked.
Key Teaching Points
- At times, students may feel discouraged because they can’t retrieve the information. However, in reality, relearning will take less and less time at each attempt.
- Take the time to plan how you will incorporate spacing into your lessons.
- Provide students with retrieval practice activities for homework.
- Aim to space retrieval practice across multiple days, gradually increasing the intervals so learning feels challenging.
Reference
Carpenter, S. (2025). Spaced Practice: Optimise class time to boost learning in P. Agarwal. Smart Teaching: Stronger Minds – Practical Tips from 10 Cognitive Scientists. Unleash Learning Press: Boston.