Students often fail to connect the rereading they are asked to do with some purpose that is functional and meaningful within their real life experiences. Because of this students often see repeated reading as a meaningless school task.
Rasinski, T. (1988). Making Repeated Readings a Functional Part Of Classroom Reading Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 28 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol28/iss4/5