Investigates whether using an advance organizer along with metacognitive strategies helps high school students learn content material. Finds that using metacognitive strategies leads to significantly higher reading scores than the use of advance organizers alone or merely reading an introductory passage. Finds that the benefits increase as the…

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…

Outlines instructional activities for developing three subsets of metacognitive awareness--task awareness, strategy awareness, and performance awareness. Argues that students will be effective and efficient learners only by knowing what to study, how best to study it, and whether it has been learned. (RS)

Compares skilled and unskilled adult readers' approaches to finding the main idea in text. Describes and tests Author's Intended Message (AIM), a holistic main idea strategy suitable for independent use by college study skills students. Investigates the effectiveness of this strategy. (RS)

Assesses the utility and effectiveness of three interactive computer programs and associated print materials in instructing and modeling for undergraduates how to comprehend and reconceptualize scientific textbook material. Finds that "how to" reading strategies can be taught via computer and transferred to new material. (RS)