Reviews research showing that the SQ3R study method does not appear to be more effective than either traditional study techniques or the students' own methods of study. (FL)

Reviews the problems posed by atheoretical approaches to research and the benefits of employing theory in conducting research in active response modes. (HOD)

Presents a key designed to help students identify reasons for doing poorly on tests. Suggests ways of improving study habits and test performances. (MA)

Student involvement is a high priority in a University of Minnesota study skills curriculum where students evaluate study habits on their campus, create their own academic aids, and disseminate important course material. (MKM)

Young adults' rehearsal was serially and categorically organized. Older adults' rehearsal was nonstrategic. Results show that direct strategy measures provide more information about processes underlying age differences in memory than do outcome measures alone. (Author)

A study is reported that explores possible developmental differences in conceptions of learning among people with different learning experiences. The data, obtained from interviews with 90 people from 15 to 73 years old, and with 6 to 17 years of schooling, indicate distinctive differences in conceptions of learning and study methods. (Author/JMD)

Three self-report instruments assessing learning style were administered to 106 undergraduates. Performance measures on word list and prose learning tasks were also obtained using both immediate and delayed retention tests. Canonical correlation analysis of the pairs of instruments indicated a small to moderate amount of overlapped variance.…

Describes a Singapore principal's turnaround strategy to improve his secondary students' academic performance and study habits. Principal Tong Pak Goh won students back from McDonald's and other distractions by creating an atmosphere of care and casual comfort, holding afterschool tutoring sessions for problem and latchkey kids, and counseling…

Argues that rather than excuse students with special needs from testing, educators should allow them to participate, provided appropriate interventions are granted. Suggests that testing can become a valuable learning experience. Provides test-taking strategies for special needs students, such as using a multisensory approach when studying,…

Studied the predominant study skills and weaknesses of college students in a sample of 366 undergraduates. Study skill weaknesses were identified in the areas of note-taking, reading skills, and time management. Study skills were also related to age, grade point average, and the number of hours spent studying each week. (SLD)

Presents ideas to help parents enhance their children's creative writing at home by building upon what they learned at school. Suggestions include modeling respect for written words, reading aloud, providing good tools and a comfortable location, selecting topics, hearing the message behind the written words, and publishing the child's work. (SM)

Research since 1980 on gender and learning styles of students over age 18 is reviewed for commonalities in theory and research methodology. In addition, a quantitative meta-analysis was undertaken on two measures of learning style and study behavior to determine the direction and magnitude of gender differences in various samples. (Author/MSE)

A survey of 190 first- and second-year university students investigated the relationship between student orientation to learning (deep, surface, or achieving), perceptions of the skills and abilities being assessed by multiple-choice tests, and study strategies they intended to use for upcoming examinations. (Author/MSE)

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)

The Inventory of Learning Processes assessed the learning styles of Caribbean ninth graders (47 boys, 67 girls) in 2 ability groups. The higher ability group performed better in deep processing, fact retention, and methodical study. Girls performed better in methodical study. (SK)