The aim of this study was to examine the effect of instruction of self-regulatory strategies on the L2 reading comprehension of Iranian EFL learners on the one hand and improve the students' self-regulated learning on the other hand. In this research, the experimental group (N=35) received instruction on self-regulatory strategies whereas the…

The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers. The second edition reflects new research on informational literacy and academic and content-specific vocabulary development, and also discusses…

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)

A study compared the effects of four study strategies on at-risk sixth-grade students' comprehension and retention of main ideas and details in considerate and less considerate social studies text. The four strategies investigated consisted of the following two pairs: (1) mapping with and without instruction in identifying important details; and…

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)

Intended as a comprehensive collection of knowledge about managing college-level reading and study strategy programs for practitioners, administrators, and researchers, this book provides a review of the theoretical, empirical, and programmatic issues in the field. Chapter 1 ("Reading, Writing, and Academic Literacy" by Sharon L. Pugh…

Concludes that semantic maps do not work alone, but must be built in class during discussion of vocabulary. Shows that discussion alone works well for most students. (FL)

Provides parallel and flexible reading/writing strategies designed to help college students with the challenge of simultaneously succeeding in a variety of subject areas in which their experience is limited. (FL)

Describes a planning model (PLAE--preplan, list, activate, evaluate) that provides a practical and flexible guide in how to determine one's own learning tasks, how to select and schedule the most appropriate study strategies for those tasks, and how to activate and evaluate a plan in terms of its efficiency and effectiveness. (HOD)

Compares the effectiveness of the PORPE (predict, organize, rehearse, practice, evaluate) study strategy with the effectiveness of the annotation study strategy using narrative texts. Finds that annotation subjects significantly outperformed the PORPE subjects on the delayed test but there were no significant differences between the groups on the…

Arguing that most basal reading programs lack appropriate instructional strategies for teaching irregular words, this paper summarizes a teaching strategy for introducing new irregular words to children and discusses learning activities to ensure students will have an instant recognition of these words. The paper suggests presenting three to six…

Specifies some of the different word learning tasks students face, describes different levels of word knowledge, notes three types of costs involved in instruction, and discusses the costs and benefits of some specific methods of vocabulary instruction. (HOD)

Describes an effective technique that teaches middle school students three patterns of organization extensively used by textbook authors and lecturing teachers: chronological order, cause and effect, and compare and contrast. (SR)

This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory…