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A Notetaking System for Learning
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Palmatier, Robert A. – Journal of Reading, 1973
Introduces the notetaking system for learning, designed to help high school and college students prepare for objective and essay tests. (RB)
Descriptors: Higher Education, Learning Processes, Review (Reexamination), Secondary Education
Using Student Journals to Teach Study Skills.
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Hoffman, Steve – Journal of Reading, 1983
Discusses how student journals can help teachers and students identify behaviors and attitudes that affect study skills and college work. (AEA)
Descriptors: College Students, Higher Education, Learning Processes, Reading Skills
Assessing Readability: The Checklist Approach.
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Irwin, Judith Westphal; Davis, Carol A. – Journal of Reading, 1980
Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)
Descriptors: Check Lists, Elementary Secondary Education, Learning Processes, Readability
Students as Researchers of Their Own Learning.
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Pearson, Jenny Watson; Santa, Carol M. – Journal of Reading, 1995
Describes how a high school English teacher helped her students learn about background knowledge, organization, metacognition, discussion, and writing by experimentally investigating their own learning. Notes that this approach helped students feel more ownership in their work and in their own knowledge about learning. (SR)
Descriptors: Class Activities, Educational Research, English Instruction, Learning Processes
Learning through Writing: Study Skills in the Content Areas.
Peer reviewed Peer reviewed
Langer, Judith A. – Journal of Reading, 1986
Examines how six high school juniors approached three common study tasks: completing short answer study questions, taking notes, and writing essays. Concludes that different study activities involve students in very different thinking patterns and also lead to different kinds of learning. (HOD)
Descriptors: Cognitive Processes, Content Area Reading, Content Area Writing, Learning Processes
Content Reading Specialists Evaluate Teaching Practices.
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Gee, Thomas C.; Rakow, Steven J. – Journal of Reading, 1987
Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…
Descriptors: Content Area Reading, Elementary Secondary Education, Independent Study, Learning Processes