Offers suggestions for making students more aware of their own study styles and for helping them select appropriate strategies for various study tasks. (SR)

Examines the nature of motivation to understand how achievement motivation is related to autonomous, self-regulated learning. Discusses the role of motivation in strategic learning, with applications made to the developmental college reading population. (RS)

Provides a basis for understanding reading comprehension through the interactive components of metacognition (person, goal, task, and strategies). Suggests specific classroom techniques to encourage students to become self directed readers. (RS)

Describes the effectiveness of cooperative learning, a technique whereby paired students exchange oral summaries of materials they have read. (HOD)

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…

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)

Reviews research findings on transfer of learning and indicates that current research (especially metacognition) holds considerable promise for a more complete understanding of the mechanisms of transfer. (NKA)

Sums up new integrated approaches to teaching reading that are needed to help troubled college readers cope with advanced academic material. Presents two case studies that show how these approaches can work with very different at-risk students. (RS)

Describes how two metacognitive/study strategies (SQ3R and What I Know Sheets) are combined to produce one effective, efficient strategy to enhance reading comprehension. (SR)

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

Considers cooperative reading and study groups and suggests activities designed to enhance individual learning and study skills for such groups. (NKA)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)

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…