Community college students who heard a lecture on how to underline a text did not do better than a control group on a test covering their text, and only two of the 52 students who heard the lecture actually underlined in their text. (MKM)

Compares four notetaking styles by teaching them to groups of students and analyzing differences in notetaking ability before and after instruction. (MS)

Since reading achievement and study achievement failed to correlate significantly in this study, results should be interpreted in a number of ways. (HOD)

Reports research on the notetaking habits of college students, concluding that those with better notetaking skills received higher grades. (RB)

Argues against underlining important points in a textbook as an inefficient study technique and describes three methods of notetaking which are more effective: outlining, SQ4R, and summary. (RB)

Suggests specific techniques for helping students learn to identify and verbalize main ideas in what they read. (RB)

Describes a technique for helping students develop the art of listening and understanding ideas. (RB)

Proposes a new and extensive study technique which can serve as a tool for reading and studying. (RB)

A study was conducted to test a method of diagnosing and dealing with the learning needs of advanced-level college students in which the students take an active part. (MKM)

Argues that there is evidence documenting the need for improvement of university and community college instruction in critical reading and thinking. Describes programs offered to improve such skills. Argues that universities and colleges need to strike a balance between the skills approach and the more general contextual approach. (RS)

Describes how current insights into literacy, teaching, and learning as social, collaborative processes can be incorporated into college reading and study skills classes. Suggests several cooperative activities and strategies, including small group discussion, forming permanent study groups, and sharing study habits. (MM)

Describes the Selective Reading Guide-O-Rama which is designed to help students in reading selectively and in distinguishing key ideas from supportive evidence and major points from minor points. (RB)

Argues that writing promotes engagement with a text, leading to better comprehension, and that writing tasks should vary depending on the nature of the reading task. (RAE)

Presents SCAIT (Select key words, Complete sentences, Accept final statements, Infer, and Think at the applied level), a study technique to develop high school students' higher comprehension skills when reading content area material. (SR)