Academic success groups were implemented for middle school students with failing grades in which time management and study skills were emphasized. Students set their own goals, invited classroom teachers to respond to questions, and examined roles of ancillary school personnel. (CL)

Addition of a word processing component to a study skills program for eight learning disabled freshman students in a community college resulted in higher term paper grades and positive student and faculty evaluations. (CL)

The geometric organizer, a multisensory technique using visual mnemonic devices that key information to color-coded geometric shapes, can help learning disabled students read, organize, and study information in content subject textbooks. (CL)

A modified graphic organizer approach is suggested to provide motivation and structure to disabled students using textbooks. An eight-step sequence in using the graphic organizer as a study and comprehension aid to textbook learning is presented. (CL)

Seven strategies are described to encourage resource room students' development of independent organizational skills. Suggestions include use of specific duty sheets, time management instruction, and teaching of proofreading and checking techniques. (CL)

As alternatives to hierarchical outlining, pictorial, topical, and critical outlining kinesthetically reinforce reading comprehension and can be useful in helping older students who are learning disabled or poor readers. Examples of each approach are given. (CL)

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

The discussion of the role of motivation in study skills instruction examines the behavioral definition of motivation and the notion that a student's previous reinforcement experience influences information gained in the learning process, and gives suggestions to teachers for facilitating a learning environment for low achievers. (MSE)

Learning disabled students face problems with content area textbooks in the areas of vocabulary, syntax, concepts, and appearance. LD students should be taught how to use their books effectively as well as how to study. Formats are suggested for guided reading in the content area. (CL)

Learning disabled students need help in developing those prerequisite skills that are necessary for achieving order: dividing tasks into parts, establishing routines, managing time, and making decisions. (CL)

Recommendations are offered for combining study skills and test-taking training, relaxation, and modification in thinking processes to help learning disabled college students improve their academic effectiveness. A stress management program is outlined in terms of assessment and interventions. (CL)

The article gives suggestions for teaching mainstreamed secondary level learning-disabled and other students notetaking skills. Adaptations to help the student when notes are taken from a lecture and when notes are taken from the chalkboard are offered and include giving the student a lecture outline on which to add notes. (DB)

A discussion of semantic mapping, a strategy to enhance comprehension and memory based on schema theory, describes the origins of the technique, research in the past decade, and procedures used to teach it. (MSE)

A checklist is offered to help parents work on homework with their learning disabled adolescents. Guidelines are offered for preparing as well as following up the homework. (CL)

A multicomponent model to improve test taking skills of learning disabled (LD) adolescents is proposed to encourage anxiety management, problem solving skills, assertiveness, study skills, and student confidence and control. The role of the LD consultant in this process is described. (CL)