Six sections of a college reading and study skills class were randomly assigned to one of three treatment conditions in a study of the effects of a new teaching-learning strategy, REAP, a procedure for improving reading, writing, and study. One group received instruction and practice in REAP; one, in SQ3R; and one, in the regular study skills course. Measures of cognitive style, as well as of various aspects of learning from reading, were administered to all subjects; ability to write annotations was measured both before and after the six-week instructional period. The REAP experimental group showed significant improvement in their ability to write annotations, with the impulsive subjects showing the most improvement. The only significant difference in the measures of learning from reading favored the control group over the SQ3R group on a measure of immediate recall. (Author/AA)