Community college students who heard a lecture on how to underline a text did not do better than a control group on a test covering their text, and only two of the 52 students who heard the lecture actually underlined in their text. (MKM)

A study was conducted to test a method of diagnosing and dealing with the learning needs of advanced-level college students in which the students take an active part. (MKM)

Describes a Directed Notetaking Activity (DNA) based on three instructional principles: the split page method for structured notetaking; a self-questioning strategy for monitoring levels of involvement before, during, and after notetaking; and direct, explicit teaching of the notetaking process. (RS)

Indicates that taking notes has no long-term effect on retention of information, but that notes are useful as a source of information for review. (AEA)

Reports that entering college freshmen with low predicted grade point averages achieved significantly higher grade point averages after completing lessons on how to analyze and manipulate information than did students who received no such instruction. (DD)

Discusses a textbook annotation strategy. Examines the effectiveness and efficiency of the strategy. Finds that training students to annotate text enables them to perform effectively over time. Presents practical teaching suggestions for working with different types of students. (RS)

Evaluates the effectiveness of the PORPE (Predict, Organize, Rehearse, Practice, Evaluate) integrated study strategy system in increasing college students' learning in an actual classroom setting. Finds that PORPE is a practical, durable strategy for learning content area concepts. (RS)

Describes a study of the relationship between performance on word problems and general reading ability, certain problem-solving reading and thinking skills, and computation skills. (DD)

Investigates the effectiveness of PLAE (Preplan, List, Activate, and Evaluate), a model designed to characterize the operations and processes students must perform to control and regulate their learning. Concludes that the ability to construct, implement, and evaluate a study plan as defined by PLAE's stages improves students' test performances…

Concludes that a notetaking strategy involving metacognition encourages independent learning. (SRT)

Reports the results of a study in which community college students were found to be unable to summarize adequately without considerable training. (AEA)

Describes a study in which seventh graders who read a chapter in a science text along with a written handout explaining the major concepts (in simplified vocabulary) performed better on a post-test than the group that simply read the text. (MKM)

Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (RS)

Explores the effects of marginal glossing on college students' comprehension and retention. Describes what a marginal gloss is and how it might work. Concludes that although marginal glossing is a frequently recommended study strategy, its usefulness may be limited. (SR)

Reports on a study that examined whether students' comprehension and recall of an expository passage would improve if they were given information about the organization of the passage before they read it. (HOD)