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…

The article describes a two-year learning strategies program for ninth and tenth grade learning-disabled students which involves four tutorial periods and four learning strategy classes per week, and team teaching of strategy development in mainstream classes. The program has fostered independence and generalization of learned strategies to…

The article describes a four-step procedure for constructing two types of graphic organizers (hierarchical and compare/contrast) to help secondary academically handicapped students gain information from textbooks. Implementation methods include teacher-directed, student-directed with text references, and student-directed with clues. Testing…

The ability of 54 learning-disabled high-school students to monitor their comprehension was compared under three prereading conditions: self-questions only, structured overviews and self-questions, and a control condition. Subjects receiving both the overviews and self-questions were best able to detect errors during reading. (Author/DB)

The study compared the effectiveness of providing elementary students with learning disabilities with either (1) instruction in both story structure and self-questioning techniques or (2) just training in story structure identification. The combined self-questioning and story structure group demonstrated the greatest gains in reading…

Evaluates the effectiveness of the PORPE (Predict, Organize, Rehearse, Practice, Evaluate) integrated study strategy system in increasing college students' learning in an actual classroom setting. Finds that PORPE is a practical, durable strategy for learning content area concepts. (RS)

The relationships between the components of self-regulated learning are investigated, as well as relationships between those components and variables such as educational experience and students' learning styles. A Study Advisory Packet was evaluated. (Author/MLW)

Two experiments involving 153 college students indicated that, given enough time, students studying graphic organizers learned more hierarchical and coordinate relations. As a result, they were more successful in applying the knowledge and in writing integrated essays than were students studying outlines or text alone. (SLD)

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)

Two studies revealed differences between junior-high gifted and average ability students on the Learning and Study Strategies Inventory, with the average students indicating more anxiety. Gender differences were also exhibited, with girls scoring higher than boys in motivation, study aids, and self-testing. (Author/JDD)

Suggests that readers need to be encouraged to use the text structure when identifying information in a text for later review. They also need to be advised to make summary statements in the margins of their texts when the important information is not explicitly stated in the text. (SR)

Described is a strategy for teaching elementary or secondary level students to use a self-monitoring procedure and a mnemonic device to help students independently solve multidigit subtraction problems sometimes requiring regrouping. (DB)

Reports a single case design study on the exam performance in science of fifth and sixth graders (n=27) using note taking combined with self-questioning. Authors found gains in science exams when notetaking/self-questioning strategies were in effect. (PR)

Literature on the efficiency of student note taking from lectures and the extent to which students learn as a direct or indirect result of taking notes is reviewed. Attention is also given to the relevance of research in this area to modern lecturing practice and to the problems of such research. (Author/MSE)

Discusses how young minds come to understandings about how words work, what conditions are necessary for these realizations, and how teachers can help. Discusses instruction that hinders, allows, or helps students' progress. (RS)