Outlines and examines some techniques intended to improve reading and study skills of high school students. (RB)

Describes the S4R reading/study system, discusses each of its components (survey, read, recite, review), explains how it is used by the teacher in the classroom, and reports initial research findings concerning its use. (FL)

Provides a set of guidelines that has been developed to aid students in meeting various reading, learning, and study needs while internalizing the fundamentals of problem solving. The code words for the steps in the suggested problem-solving process are: count, characterize, consider, collect, and create. (MKM)

Describes the kinds of reading needs foreign students meet in college and in situations in daily life; offers practical teaching tips, such as providing instruction in word analysis, sentence structure analysis, study skills, skimming and scanning, and critical reading. (MKM)

Argues that teachers can help students improve their learning by understanding the reasons why students have not been successful, by identifying strategies that promote active participation in the learning process, and by teaching students how to become more responsible for their own learning. (RAE)

Reports on research findings that suggest that the use of underlining can result in significant improvement in reading comprehension and retention of textbook type materials. (Author/GW)

Discusses four classroom writing activities that can be subsumed within the content area learning environment: anticipatory questioning, notetaking, using graphic organizers, and writing summary paragraphs. (FL)

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)

Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)

Suggests ways of using films in the classroom to strengthen comprehension skills; similar activities with print media may then be initiated. (JM)

Recommends instruction in rapid reading fo high school and college students and asserts that flexibility of speed and reasoning provide the foundation for effective rapid reading. Describes the components of rapid reading as orientation, selection, clarification, arrangement, review, and study. (RW)

The need for and the limits of flexibility in college reading and study skills instruction are discussed with regard to the diversity of student population and theories on the reading process. (HTH)

Suggests using the Guided Reading Procedure as a prereading activity and as a postreading activity when students have read different materials. (MKM)