Addressing issues on developmental education, instructional and learning methods, learning assistance and academic support, and reading and research, this issue of the Journal of College Reading and Learning includes the following articles: "Moving the Mountain to Mohammed: Study Skills Tutoring in the Residence Halls" (J. L. Rogers); "Memory…

A study of the effects of using the MRM (message unit--verb unit--message unit) instructional system on reading comprehension was studied using 69 college freshmen, 37 in an experimental group and 32 in a control group. Both groups were engaged in a variety of activities designed to promote greater reading efficiency as a regular part of their…

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

Describes two studies which attempted to determine whether or not generating good comprehension questions while studying prose material was an effective study technique. Students taught to ask main-idea questions generated better questions, and self-questioning during study appeared to be more effective for lower than for higher verbal ability…

Describes a study which examined the effectiveness of four methods for teaching word meanings. The context method was found to be more effective than the use of category labels and dictionary practice. Associating new words with familiar synonyms was also supported. (MKM)

The major purpose of the study was to relate individual differences among selected 1971 freshmen enrolled at Suffolk University, Boston, to their ability to succeed academically through the University's College Reading-Study Skills (CRSS) program, which utilized either a teacher-directed or a student-directed approach. A related purpose was to…

A study with junior high students indicated that notetaking was an extremely difficult skill to master. However, content area teachers involved in the study reported changed expectation for their students and changed teaching techniques. (MKM)

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)

Investigates the ability of middle school readers to summarize and learn from text. Finds that students exhibit difficulty in stating an unstated topic sentence and in ascertaining the most important information in the text. Makes five recommendations for improving the teaching of the summarization technique. (PRA)

A study was conducted to determine how effective webbing--schematic representation of main ideas and supporting details--would be in helping students build bridges between their reading of a text and outlining the material in it. Subjects were 21 sixth grade students, who had been working on outlining and were familiar with its purpose and form.…

A study compared the effectiveness of charting, or organizing, information into a matrix with that of a read and study strategy. Charting was defined as a strategy in which information is organized into four categories (topic, subjects, main points, and details), thereby showing how ideas are similar and dissimilar. Students enrolled in a…

Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)

Six sections of a college reading and study skills class were randomly assigned to one of three treatment conditions in a study of the effects of a new teaching-learning strategy, REAP, a procedure for improving reading, writing, and study. One group received instruction and practice in REAP; one, in SQ3R; and one, in the regular study skills…