Finds that TOAST (test, organize, anchor, say, and test), a study system designed specifically for studying vocabulary, is more effective with sixth grade students than student-selected methods for both immediate and delayed retention. Finds no difference between groups in ability to spell the words. (SR)

Addresses concerns that, if a student uses a second-hand textbook already highlighted throughout the text, it may interfere with reading comprehension. Investigates highlighting: in the first experiment preexisting inappropriate highlighting interfered with performance on a reading test; in the second experiment, advance warning on the negative…

Investigates secondary content teachers' conceptions of study strategy instruction across four different stages of professional training and experience and across four major discipline areas. Finds a lack of knowledge and/or valuing of study strategies; and a confusion of effective content teaching with effective process instruction, especially on…

Investigates effects of length of passage, type of test expected, and subject matter on three outcome variables: retention of information, reading speed, and highlighting patterns. Finds reading speed and highlighting substantially affected by passage length. Provides evidence that much of the previous reading comprehension research may not permit…

Examines the psychometric properties of an instrument designed to assess study behaviors of college and university students. Finds that the "Study Behavior Inventory" is a valid and reliable instrument for assessing study behaviors. Suggests that study behaviors consist of short-term, routine goals and long-range, specific goals. (RS)

Measures the effects of training students to make annotations vs. training them in journal writing, as preparation for objective and essay tests on novels. Finds annotations more effective for objective test items but not for essays. Finds that writing inferential annotations appeared to be correlated with answering inferential questions…

Studies skilled readers' perceptions of the relative importance of elements of informative text on a subject matter with which the readers were unfamiliar. Finds little agreement among subjects regarding which material was important to remember for a test. (HB)

Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)

Focuses on three ideas pertaining to modeling and thinking aloud, presents examples of how the processes can be applied to teaching both text comprehension and study strategies to college developmental readers, and discusses reasons for using modeling and thinking aloud in the classroom. (FL)

Examines the effects of specific task-related information on undergraduates' studying behaviors and question-answering performance and indicates that specific postreading response criteria significantly improved the question-answering performance of readers.(DF)

Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB)

Examines published content analyses of college reading texts with regard to the following: (1) methodology employed; (2) specific information presented; and (3) trends in content since the mid-1920s. (MS)

Describes criteria used for selecting learning/study skills textbooks for college freshmen in a required developmental reading course. Contains a checklist used to analyze 47 major textbooks. (FL)

Analyzes some of the effects of advance organizers on text recall by seventh grade students. Finds that the advance organizer that allowed for oral presentation by the teacher with ensuing discussion resulted in the greatest and most resilient recall. Notes that discussion also affected scores. Shares teaching implications. (RS)

Investigates the utility and predictive validity of the Learning and Study Strategies Inventory (LASSI) as a means of measuring college students' cognitive and affective growth following a study strategies course. Finds cognitive and affective growth in both regularly admitted and developmental studies students. Finds that LASSI cannot yet be used…