Encourage children to pause after each chapter; once or twice during a picture book; and after each section of a textbook. Show them how you stop, think, and then retell in order to monitor how much you recall. Point out that thinking and retelling reinforces remembering the text. If there is little recall, then reread and try to retell again.
Many students read and have little or no recall. This can be due to an inability to concentrate, to a lack of prior knowledge, or because the vocabulary is too difficult. If after two rereadings the passage still confuses, then students should seek assistance from a peer or the teacher.

Example: As students read a selection from the text, they pause after each section, think about what they have read and then retell the selection in their own words. Using the American Revolution as an example, as students read a section describing events which led up to the revolution they stop after the selection, think about what has been read aloud in group, and then retell what they have learned from the selection. Some students will be able to retell more information then others. Students who do not recall as much of the information from the reading will benefit from students who recalled more information retelling as well.