Discusses the effectiveness of two techniques of teaching vowel knowledge--the vowel-in-isolation approach and the phonogram approach. (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)

Compared a peer model and professional model for teaching study skills to college freshmen. Subjects in both models significantly improved study skills relative to attention and waiting-list control groups. The peer model was as effective as the professional model in study-skills change. (Author/BEF)

Two experiments were conducted to investigate the effects of note taking and reviewing on learning from text. The findings supported the encoding function of note taking and demonstrated that unguided elaboration hindered performance on teacher-made tests. (Author/GK)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Describes a visual representation technique that aids college students in reading textbooks, organizing lecture notes, preparing for examinations, and organizing papers. (JT)

Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

Describes a project that used task cards to give students meaningful and interesting practice in using location skills in the content area of science. (FL)

The concept of teaching study skills and the implications of this idea for teacher education are discussed. Current literature is briefly reviewed and the general nature of research data relating to study skills is questioned. (JMF)

Suggests that spelling instruction must go beyond the use of a text or series and that spelling should be impressed on students as an important part of their writing. Proofreading, peer editing of compositions, and other techniques for spelling improvement are discussed. (SJL)

Presents a taxonomy of graphs, including lineal, quantitative, spatial, pictorial, hypothetical, and omitted graphs. Provides illustrations of each kind of graph and suggests that reading teachers take the responsibility for teaching graph reading and drawing skills. (MKM)

A multicomponent model to improve test taking skills of learning disabled (LD) adolescents is proposed to encourage anxiety management, problem solving skills, assertiveness, study skills, and student confidence and control. The role of the LD consultant in this process is described. (CL)

Suggests helping students prepare for a test on Shakespeare's "Julius Caesar" by having them adapt verses of "Old MacDonald Had a Farm" with key elements and incidents from the play. (RL)

Studying Latin in high school is useful because it promotes self-discipline, organization, attention to detail, and good study habits. It assists in the acquisition of English grammar and vocabulary and provides a useful background for many fields of advanced study. (PMJ)