Author suggests ways-including games- to help children develop the very important but often neglected reading-study skills. (Author/RK)

Presents a reading program in basic reading skills and in content areas, freeing the reading specialist for diagnosis and remediation of idividuals and groups. (RB)

Study evaluates certain common uses of the Brown-Holtzman Survey of Study Habits and Attitudes (SSHA) in a college-level educational skills course. (Authors/MB)

Sample etymological study lessons for the intermediate grades. (SP)

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)

Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

Discusses the benefits of precis writing and suggests specific tasks to develop that skill. (AEA)

Diekhoff argues that you must teach trainees how to learn. He recommends pretraining in learning strategies, including self-pacing, concentration, and reading comprehension. (CT)

The transition from school to university is most usefully seen in terms of cultural adjustment. Language, which is perhaps the most potent and tangible expression of culture, is both the biggest obstacle to successful integration into an alien culture and the most powerful means for unlocking it. (HOD)

Proposes feature analysis, which actively involves students in the learning process, capitalizes on their experiential backgrounds, and uses context as a means of teaching sensitivity to word connotations. (FL)

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)