The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…

Notetakers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. (RC)

Relationships between cheating and distracting study conditions are studied in light of the premise that if an individual is frustrated in his attempts to learn he will be more likely to cheat. (MM)

A study investigating test performance outcomes for college students using underlining as a study strategy found that, regardless of study time and reading achievement, underlining was popular because it helped to ensure recall of information from underlined text segments. (Author/CB)

This study was designed to examine the effects on learning of taking notes from lecture material. Subjects were 42 seventh grade students who were randomly assigned to three groups: One group received training in notetaking; one took idiosyncratic notes; and one took no notes. Findings are discussed. (MT)

As an initial step in the development of a study techniques program, this research examined some of the factors which contribute to college success. (Authors/JA)

Female college students with study problems could be differentiated from those without through measures of study skills knowledge and use, adjustment difficulties, and academic aptitude, while males could not be differentiated. Males in a study skills course reported greater adjustment problems and lower math and social science scores than those…

Thirty-eight sixth-grade students participated in a study that examined the relationship of conceptual tempo and performance on several study and reading activities. Results indicate that conceptual tempo may have a relationship to effective studying and reading. Methodology and results are discussed. (Author/JL)

An "ideal lesson" method was used to observe how teachers were providing instruction in text summarization. Teachers prepared a lesson and audiotaped the presentation. Although teachers were prompted to assist students in improving text summaries, only two teachers actually discussed more than one summarization rule. Staff development…

Study evaluates certain common uses of the Brown-Holtzman Survey of Study Habits and Attitudes (SSHA) in a college-level educational skills course. (Authors/MB)

In studies on the effect of advance objectives on readers' comprehension of prose, reliable differences were noted in the areas of the passages students focused upon depending on the presence of objectives and the level of learning they required. No differences were observed in reading comprehension. (JD)

Two experiments indicate that underlining is no more effective than repetitive reading in facilitating review of material before testing. (MB)

Notetaking and rereading improved college students' recall of text material, but summarizing passages without reference to the original text did not. (Editor)

Results are reported from research which evaluated a program designed to teach learning disabled students to outline text material. Students (aged 15-17) received instruction on selecting important ideas, seeing the relationship of subordinate details to superordinate points, and organizing information in a traditional format. (IAH)