Three developments lend support to the idea that schools must help teach study skills: (1) advances in cognitive psychology that suggest children are active learners; (2) society's concern for at-risk students; and (3) growing demands for improved student performance. There is evidence that systematic study skills instruction does improve academic…

The study reported in this paper examined the effects of teaching learning strategies integrated with courses content on the study habits, attitudes, and mastery of course content of 122 students. Students enrolled in the experimental section of a freshman level course were taught learning strategies and course content; students in another section…

This document offers teaching tips to be used if, on administration of the Motivated Strategies for Learning Questionnaire (MSLQ), a class were to present a profile of scores that would suggest the need for help in one or more of the motivation or learning strategies areas assessed by the MSLQ. Some tips are supported by research; others are based…

This paper outlines recommended test-taking strategies for the self-sufficient learner based on research in cognitive psychology. The theoretical model used is the information-processing approach involving the three essential steps of paying attention, encoding, and framing associative linkages for the new material. Preparing for examinations is…

The document presents the theoretical background and empirical research supporting lessons which teach study skills to adolescents, especially those with learning disabilities. A section presenting the psychological rationale for training study skills considers the nature of studying and its psychological demands, studying as an active process,…

The chapter outlines an approach to teaching behavior-disordered students to follow the largely unwritten rules of being "good students." A section on research and theory addresses attributions and perceptions, dependence, study skills, and social skills training. Assessment philosophy and procedures are reviewed, including the collection of…

Based on the idea that teachers and researchers generally agree that students should learn how to study effectively and efficiently, this concept paper reviews the research in study skills; points out faulty assumptions about study skills as well as ineffective classroom practices; outlines some implications for instruction; and presents study…

Presents five preliminary conclusions about notetaking practices based on findings in the literature. Each conclusion is followed by a discussion of its implications for classroom instruction, and links between various lecturer and student behaviors and the external events of instruction are proposed. (Author/MBR)

This book offers study strategies and techniques which were originally used in resource rooms for students with mild disabilities but are appropriate for all students, all content areas, and all educational levels. The book is structured around the acronym SMARTS for the six action steps or skills covered: (1) Studying, (2) Memorizing, (3) Active…

This manual was written to help college students become better students and more successful learners. The goals of the book are to raise awareness of, and interest in, the learning process generally; increase each student's awareness of her/himself as a learner; introduce specific strategies for more effective learning; suggest that each student…

Drawing on a number of studies of college student learning, this review concludes that students in different disciplines develop characteristic ways of learning based on their perceptions of what is required in their academic work. Within a discipline, effective learning involves an interplay between the characteristics of the student and the…

This seven chapter book offers guidance to elementary and secondary teachers on how to help students develop strategic study skills. Chapter 1 summarizes current knowledge about information-processing theory, the teacher's role in facilitating learning, and the necessity for changes in instructional techniques across grade levels. Chapter 2…

Designed to introduce the study skills needed for college work for students in grades 11 through 13, this teacher's guide provides a series of 12 activity-oriented units, most of which require from 70 to 100 minutes of instructional time. The guide is designed to address a wide range of student needs, allow for the participation of students with a…

Explains the context in which courses aimed at improving problem-solving skills are implemented. Describes the structure and content of courses and evaluates activities designed to develop problem-solving skills, including a discussion of factors affecting students in their ability to perform. (JM)

In 1982-83, a study was undertaken at the City Colleges of Chicago (CCC) to ascertain the attributes and learning processes of high-achieving students of relatively low aptitude so that these attributes and processes might be taught to other students to improve their achievement. Interviews were conducted with 26 CCC students who belonged to or…