Investigates the relationship between the use of appropriate study strategies and test scores on three different content area exams. Finds a high correlation between the use of positive strategies and test performance. (RS)

Finds that participants (1) exhibited strong resistance to annotation; (2) cited existing knowledge of content material and test expectations as major reasons for textmarking adjustment; (3) made statements of textmarking utility that were generally consistent with strategy use; and (4) gave similar reasons for lack of textmarking transfer. (RS)

Data from this study indicate that, with time held constant, underlining is of limited value and may only manipulate which parts of a passage may be learned at the expense of other parts. (HOD)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Investigates the relationship between learning style, reading and study skills scores on a number of standardized tests, and performance on a scanning experiment involving locating information in meaningful prose. (HOD)

Reports on an examination of the effects of note taking and study strategies on the recognition performance of college students and on their recall of main ideas from a text. (HOD)

Studied the effects of two methods of instruction in teaching the conceptual meaning of 15 unfamiliar words. (HOD)

Reviews "The Nature of Vocabulary Acquisition" by Margaret G. McKeown and Mary E. Curtis. Focuses on three questions involving vocabulary acquisition: (1) What does it mean to know the meaning of a word?; (2) How does knowledge about word meanings develop?; and (3) What is the relationship between vocabulary knowledge and comprehension? (MM)

Analyzes first grade children's perception of written word boundaries after a year of reading instruction, concluding that children have little idea what words are after their first year of instruction. (RB)

Reports on a study that determined the readability of a representative number of study habit books used in college reading and study skills courses and then compared their readability with the reading ability of the students who use them. (HOD)

Investigates the effectiveness of the Vocabulary Overview Guide in improving vocabulary comprehension and retention. Concludes that, compared to traditional methods of listing words and studying definitions, the guide increases vocabulary comprehension, retention, and metacognitive awareness. (MM)

Reports on a study to determine the effectiveness of an integrated study strategy system that uses self-assigned writing as a means of learning psychology content. Concludes that the PORPE (Predict, Organize, Rehearse, Practice, and Evaluate) system can be a potent, durable, and efficient independent study strategy. (JAD)

Two studies (1) examined the comprehension skills of good and poor readers with several different measures of comprehension monitoring; (2) provided measures of perceived strategy utility; and (3) provided comparisons between good and poor readers on traditional comprehension and memory tests. (HOD)