Past research shows that repetition results in increased learning. However, it is not clear whether repetition adds more information to memory (quantitative hypothesis), or allows the learner to use a more sophisticated method of encoding (qualitative hypothesis). This study investigates the process and effectiveness of repetition as a study technique. The relationship between college student reading comprehension ability and amount of repetitive reading is studied using Bloom's six levels of cognitive learning. College students in an educational psychology course (n=103) classified as high or low ability readers were randomly assigned to read an article one, two or three times. A test, with questions at different levels of Bloom's cognitive domain, was administered one week later. Results show that repetition increased recall performance. The quantitative hypothesis was supported because there were no significant differential effects of repetition at various levels of learning. Learning improved with increased repetition at all levels of the Bloom cognitive domain. There was a statistically significant increase in learning with increased repetitions at Knowledge-Analysis levels. (JAZ)