When a text is read twice, this often results in faster reading and increased comprehension during the second reading. The representation created during the initial reading facilitates reprocessing of the text. One prominent idea in repetition research is that the benefit from rereading depends on the contents of the readers' mental representations (Raney, 2003). Prior research has demonstrated that memory for words (surface form), meaning units within a text (textbase), and the overall meaning of the text integrated with the reader's prior knowledge (situation model) influence reprocessing. Because the situation model requires information beyond the text, it is more difficult to measure and less is known about how the situation model is stored in memory. I will describe how I have used the repetition paradigm to study how a situation model influences comprehension and memory.