Study skills were an early and important topic in reading; however, since the 1970s, they have received relatively little research attention. The authors systematically analyzed the research conducted on study skills from 1900 to the present. Several themes emerged including: (a) motivation and affect; (b) activities described; (c) metacognition;…

This research is a case study which is a qualitative study model and named as example event as well. The purpose of this research is determining the effect of word repetitive reading method supported with neurological affecting model on fluent reading. In this study, False Analysis Inventory was used in order to determine the student's oral…

Presents 32 word-attack generalizations found by research to be applicable to words at least 75 percent of the time. (JM)

Advocates the teaching of study skills in place of speed reading in college reading programs. (RB)

Reports a study of the conditions under which a monosyllabic word contained in a larger word can be used as an aid in pronunciation and identification of the word. (TO)

Suggests several ways to encourage students' awareness and use in writing of the variant meanings of words. (TO)

Examines the effectiveness of the SQ3R study technique in enhancing comprehension of material in an introductory psychology textbook. Finds significantly better performance on tests of recall or conceptual items for students using SQ3R than for those using individual study methods. (RS)

Provides study skills, reading efficiency, and reading effectiveness tests designed to show the student that his reading is actually improving. (RW)

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Describes the study skills center at California State University, San Diego, which has achieved considerable success in improving students' basic writing skills by offering a set of minicourses in cooperation with the English and business departments. (FL)

Examines the use of etymological analysis when reading new words, demonstrating the limitations inherent in such analysis. (JM)

Investigates effects of explicit instruction in notetaking. Suggests that explicit instruction in notetaking is effective in improving sixth-grade students' lecture comprehension and attitudes toward notetaking. Notes that future research may emphasize a longer treatment period with a delayed comprehension measure. (RS)

Suggests that informal word analysis inventories be used to determine a pupil's skill mastery level and, because of the flexibility of informal tests, that they are perhaps superior to standardized measures. (TO)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)