Suggests how to help students use their textbooks effectively. Includes ideas and a sample test for testing students' facility in using aids provided in textbooks. (TJ)

Describes a mathematics review lesson that provides an opportunity for students to review topics through problems that require an in-depth analysis of their similarities and differences. (FL)

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Notetaking and rereading improved college students' recall of text material, but summarizing passages without reference to the original text did not. (Editor)

Describes a study in which seventh graders who read a chapter in a science text along with a written handout explaining the major concepts (in simplified vocabulary) performed better on a post-test than the group that simply read the text. (MKM)

Suggests unorthodox methods that may help to make studying more agreeable to students. Discussed are organizing complex cheat notes, use of chalkboard on pretending to give lectures on the subject to be mastered, developing an appreciation ("psyching out") for the professor's philosophy, and using flash cards for vocabulary mastery. (CS)

Describes "Review in the Round," a student-centered review process that combines discussion and cooperative learning. Describes its purposes, preparation (outside class), and the review procedure. (SR)

Examined awareness of the causal relation between strategy use and recall performance among preschoolers, first graders, and third graders, and the relation of this awareness to children's study behavior and recall. Found age-related differences in awareness, with children who understood this relationship more likely to give mentalistic…

Chronicles the 5-year effort of a comprehensive student development and advising center to identify the most effective support programs for increasing one-year retention rates for first-time freshmen. The progression from intrusive advising programs to integrated and systematic learning skills instruction resulted in substantial gains in…

Examined dissonant forms of teaching and their relation to student learning. Found that in units of study, students report a higher quality learning experience (deep approaches), and the relationships between approaches to teaching and perceptions of the teaching context are consonant and coherent for the more senior teachers. In units of study in…

A 6-year study examined the effects of mentoring on university entrance exam results for 62 New Zealand students. Although there was no measurable impact on test results, student and mentor surveys revealed other benefits: increased confidence, enhanced ability to study, and significant contact with influential adults. (Contains 37 references.)…

This study compared college students at various levels of academic persistence and achievement. Previous high school achievement and preference for complex explanations of behavior are the best correlates with persistence and achievement. Other correlates include effective time management and recognition of the influence of social contexts on…

The article briefly describes resources for educators interested in experimenting with learning-styles-based instruction. Included are eight publications for adults, three videotapes, three measures of learning style, four publications for students, two guides for doing homework, four teacher inservice packages, five instructional resources, a…

Comparison of effects of two roles (peer monitor or point earner) during an independent mathematics seat work peer intervention on the behavior of three low achieving fifth graders found students demonstrated comparable improvements in appropriate task behavior during both roles with no clear improvements in assignment completion or accuracy rate.…

In 2 experiments, 80 and 88 college students, respectively, used either imposed or spontaneous tactics for studying a descriptive prose passage. Imposed tactics were either outlining or relating passage information to prior knowledge. Spontaneous tactics were at least as effective as were tactics imposed via short-term training. (TJH)