A program involving instruction in library skills, reading skills, and study skills is described. High school graduates, rated as underachievers, took a 3-week skills instruction course, followed by regular summer session college work, as a means of preparing themselves for college. Counseling was provided in individual and group sessions. When…

A description is given of quasi-automated techniques used to increase students' motivation to improve reading rate and study skills in a University of Minnesota adult extension course for study improvement. Essentially the students are taught techniques of self-applied reward and punishment of their own choosing. The reinforcer is some stimulus…

The Intern Training Program in the Learning Assistance Center (LAC) at California State University, Long Beach, represents a systematic training program for college reading/study skills specialists. The internship consists primarily of participants processing information on the rationale, operations, and procedures of a Learning Assistance Support…

The Learning Skills Center (LSC) of Whatcom, Washington, Community College is a service, not a place. The college campus is the whole county and the LSC is offered in more than one location in the county. The disadvantages of the scattered-campus LSC include complicated decentralized record-keeping, the necessity of duplicated services and…

While maintaining and diversifying the services offered in the Reading and Study Skills Laboratory (RASSL) at the University of Texas, the RASSL staff also offers a wide range of outreach services. Currently there are three types of activities carried out under the general title of outreach: Basic Outreach, Co-sponsored Instruction, and…

Study skills are not specific to reading and cannot be developed by reading and more reading. A study skill is a mental technique to use when accomplishing a specific task or solving a given problem and is one element in a process essential for efficient and effective reading. Students who lack basic study skills can be taught to think if…

The major purpose of the study was to relate individual differences among selected 1971 freshmen enrolled at Suffolk University, Boston, to their ability to succeed academically through the University's College Reading-Study Skills (CRSS) program, which utilized either a teacher-directed or a student-directed approach. A related purpose was to…

This paper is an account of procedures followed when the traditional classroom of a college reading and study skill program was changed to a fully individualized structure. A folder of information to be used by each pupil consisted of personal information graphs for plotting rate and comprehension scores, answer sheets, a reading skill and…

This bibliography is limited to pertinent studies and prescriptions based on junior and community college populations and to literature addressed to the junior-college audience interested in the improvement of reading and study skills. Included are sections on program prescriptions; program descriptions; program evaluation; status and reaction…

This study reports the findings of a 1971 assessment of the reading achievement of 22,000 sixth grade students in Texas. The study used the Prescriptive Reading Test (PRT) and a Pupil Identification Form (PID). Results from the PRT are reported in terms of the percentage of pupils who achieved each of 48 reading objectives. Nineteen objectives…

This handbook was planned to help teachers initiate better writing experiences. It provides ideas to give pupils satisfying and challenging activities. Samples of creative writing introduce each new section. The document has 11 sections; these are: (1) Introduction, (2) Guiding Creative Writing, (3) Areas for Creative Writing, (4) Motivating the…

A Ball State University course begun in December 1968 is designed to strengthen and improve the reading and study skills of 50 "directed admission" freshmen: students who have earned low SAT scores and poor high school grades. Prior to the experiment their college attrition rate had been 90%. During the first year large group techniques…

This paper describes the three phases in the evolution of the Mount Royal College (Canada) Learning Assistance Program, beginning with the clinical approach (1969), moving to a credited class structure (1970), and finally to the present non-credit workshop approach (1971). The Learning Assistance Program was established to help students needing…

This is the first of several reports on the "Study Methods in Mathematics Project;" the goal of the project is to describe and develop practical study methods which are especially suitable for adults' study of mathematics. In this report, the background of the project is discussed in terms of experience from research on the study habits…

In this newsletter, a description of the "Study Methods in Mathematics Project" is given. Name, place, project leader, time schedule, objective, personnel, subjects, research methods, research data, and the purpose of the project are all briefly described. A short annotated bibliography of publications related to the project is included.…