Argues that teachers can use content analysis in both instructional approaches and research methods. Offers ideas for its use in the classroom. (FL)

Reports the results of a study in which community college students were found to be unable to summarize adequately without considerable training. (AEA)

Discusses career development needs of gifted and talented in three areas: psycho-social, skill development (study skills, decision-making skills, and test-taking skills), and life career planning. Also examines a comprehensive model of career education for the gifted. (CT)

This investigation assesses the relative efficacy of three intervention strategies for reducing mathematics anxiety and enhancing mathematics performance in college students. Findings suggest that the cue-controlled relaxation technique is a potentially viable intervention. (Author/AL)

Instructions are provided for constructing a classroom learning center, with nine separate games and activities, to teach pupils to locate words in the dictionary through the use of guide words, entry words, and picture clues. (SJL)

Teaching suggestions and game ideas are presented for teaching basic and more advanced decoding in the primary and intermediate grades. This article is one of four in this issue that comprise the Teacher's Reading Seminar 1979. (SJL)

Examined two hypotheses that might account for episodic-recall differences in preschool children: (1) young children's differential tendencies to attend to and interact with presented stimuli account for verbal free-recall differences, and (2) improvements in episodic-recall memory are knowledge-dependent among preschool children. (Author/DB)

A follow-up of participants completing a study skills course showed after one year no differences in attrition rates and significant increases in academic performance. Factors predictive of GPA varied over time. Results suggest that factors related to academic performance change as a function of demands of a university environment. (Author)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Describes the use of content area reading miniclinics, with sessions lasting from 2 to 10 days on a particular skill or related skills, that have proven useful at a junior high school. (MKM)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

The research literature indicates that recording notes is less crucial than students' review of notes for performance on a variety of learning tasks. Future research on notetaking should include factors such as length of presentation, interest in material, format of information delivery, and student use of notes. (Author/RD)

Individualized covert modeling and self-control desensitization substantially reduced self-reported test anxiety. However, the individualized covert modeling group was the only treatment group that showed significant improvement in academic performance. (Author)

Suggests using the Guided Reading Procedure as a prereading activity and as a postreading activity when students have read different materials. (MKM)

Describes a content area reading course developed for technology majors at Texas Southern University (Houston). (FL)