The need for and the limits of flexibility in college reading and study skills instruction are discussed with regard to the diversity of student population and theories on the reading process. (HTH)

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)

The reliability of the four-factor model of the survey of study habits and attitudes (SSHA) was investigated. The reliabilities of the scales were marginal as measured by coefficient alpha. The hierarchical model of the SSHA was not supported by confirmatory factor analysis. (Author/BW)

In studies on the effect of advance objectives on readers' comprehension of prose, reliable differences were noted in the areas of the passages students focused upon depending on the presence of objectives and the level of learning they required. No differences were observed in reading comprehension. (JD)

Suggests using paragraph frames or models for helping poor readers recognize and write basic patterns of organization such as listing, time order, cause-effect, comparison-contrast, and character analysis. (MKM)

Describes two studies which attempted to determine whether or not generating good comprehension questions while studying prose material was an effective study technique. Students taught to ask main-idea questions generated better questions, and self-questioning during study appeared to be more effective for lower than for higher verbal ability…

Describes a study which examined the effectiveness of four methods for teaching word meanings. The context method was found to be more effective than the use of category labels and dictionary practice. Associating new words with familiar synonyms was also supported. (MKM)

Colleges have instituted and implemented study-skill courses for freshmen in an effort to increase their academic success and improve their retention rate. The student needs to use his/her personal text as the primary material for skill building. Freshmen need to foster positive self-images to the professor. (Author)

Perceptions and perceptual changes on study habits and attitudes for students who received study-skills instructions individually from student counselors were compared with those of students who received instructions and participated in class discussions and those of students who did not receive any study-skills instructions or counseling. (Author)

Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)

Suggests one way to begin an English as a foreign language (EFL) study skills program with students whose proficiency in English is not very advanced. Problems that students might have are discussed and practical questions are detailed, with examples from a course completed at the University of Essex. (CFM)

Describes a study of the relationship between performance on word problems and general reading ability, certain problem-solving reading and thinking skills, and computation skills. (DD)

Discusses what children know--and don't know they know--about the linguistic concept of the word, with implications for teaching. (DD)

The article describes a reading program for gifted high school students which includes speed reading, vocabulary development, spelling, advanced study skills, and a research paper. (PHR)