Rereading can improve the accuracy of people's predictions of future test performance for text material. This research investigated this rereading effect by evaluating 2 predictions from the levels-of-disruption hypothesis: (a) The rereading effect will occur when the criterion test measures comprehension of the text, and (b) the rereading effect will not occur when a 1-week delay occurs between initial reading and rereading. Participants (N = 113) were assigned to 1 of 3 groups: single reading, immediate rereading, or rereading after a 1-week delay. Outcomes were consistent with the 2 predictions stated earlier. This article discusses the status of the levels-of-disruption hypothesis and alternative hypotheses based on the cognitive effort required to process texts.