Investigates the ability of middle school readers to summarize and learn from text. Finds that students exhibit difficulty in stating an unstated topic sentence and in ascertaining the most important information in the text. Makes five recommendations for improving the teaching of the summarization technique. (PRA)

Provides a rationale for and describes the use of computer-based outlining programs as tools for studying material in content area textbooks. Describes its implementation in two high school global studies classes, focusing on students performing in the lower third of each class. (SR)

Discusses why time planning is important for middle school readers. Outlines the steps in effective time planning. Describes how to help students apply time planning techniques. Presents evidence of the effectiveness of this planning program. (SR)

Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than students using traditional strategies. No…

A high school English teacher discusses how she integrated three types of learning strategies (graphic organizers, note-taking styles, and summarizing techniques) into three literature units--the short story, the novel, and the epic. Students were introduced to various strategies and encouraged to select those that matched their own learning…

Presents a study that tested a program of teaching remedial mathematics with the ultimate goal of increased mathematics performance, work, study, and concentration skills. Discusses cooperative groupings and critical examination of tests as learning tools to enhance study skills and learning outcomes. Suggests that adjustments in teaching…

Assesses unique contributions of learning, study, and test-taking strategies; students' attitudes about college; and ACT scores, and linked them to college grade point average (GPA) and retention. Findings suggest that learning and study strategies and students' college attitudes affect attrition indirectly through GPA. (Author/MKA)

Addresses two broad issues: the current understanding of spelling development and how this understanding fits within a broader model of literacy development; and the implications of the developmental model for spelling instruction and word study. Suggests that it is essential that instruction balance authentic reading and writing with purposeful…

Claims a deficit in self-regulation can be overcome through instruction. Provides (1) a review of the literature of the self-regulation field; and (2) a review of research which reveals that lower achieving students lack key regulatory processes which affect achievement. (NH)

Recommends strategies, based on current research into teaching and learning, that international students may use to improve their academic performance. (EV)

Compares students' own notetaking strategies with that of short- and long-form guided notes. Results indicate that both guided notes procedures were successful at increasing the accuracy of students' notes, improving session quiz scores, and were overwhelmingly preferred when compared with students taking their own notes. (Author/GCP)

Describes results of a study of the changing perceptions of East Malaysian distance learners studying at the Universiti Sains Malaysia. Highlights include students' perceptions of their study skills; and the impact of their studies on other areas of their life, including social obligations, recreation, families, health, finances, work, and…

Compares the effectiveness of the PORPE (predict, organize, rehearse, practice, evaluate) study strategy with the effectiveness of the annotation study strategy using narrative texts. Finds that annotation subjects significantly outperformed the PORPE subjects on the delayed test but there were no significant differences between the groups on the…

Finds positive correlations between metacognition (awareness and self-management) and success on reading comprehension tasks for a group of seventh-grade students (n=27). Also finds that 22 weeks of schooling with explicit reading strategy instruction significantly enhances students' metacognition and their abilities to comprehend science text…

Discusses the rationale for offering study-skills instruction to middle and high school students with learning disabilities, describing a college methods course that was developed to train teachers to use study-skills instructional procedures. The paper also describes a study-skills clinic that was developed to provide guided one-to-one, hands-on…