Evaluates Phil Ritchie's research report (same issue) on the effects of direct instruction in finding the main idea of expository texts and using self-generated questions to monitor text comprehension. Points out that the most successful teachers of comprehension are teaching comprehension skills directly. (MM)

Techniques for helping students who are inconsistent in their efforts and their work are discussed. (MT)

Describes a technique using expository text structures and graphic organizers as the basis for taking notes from content area texts. This technique can be transferred to notetaking during lectures. (RS)

Synthesizes documents from the ERIC database concerning the research paper as an effective tool in developing communication and study skills, and suggests strategies for helping students successfully research and write a paper. (RS)

Discusses responses to student questionnaires used to identify the effect of instructional strategies on study practices and attitudes towards biology. Concludes that while organized teaching has a stronger effect on study skills, teaching by enquiry has a stronger effect on curiosity and interest. (Author/CW)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

Reviews the literature on student notetaking and review behaviors and the effects of these behaviors on academic achievement. Ten factors that may constrain notetaking and review are presented, and their implications for improving study skills and conducting further research are discussed. (Author/CLB)

Proposes an instructional model that uses a directed reading-thinking activity for teaching students to preview their textbook materials. (FL)

Eighth-grade students read passages that described three dichomtomized attributes of eight North American minerals. Mnemonic instruction, given to one-third of the students, generally produced greater memory for the minerals' attributes. Implications of the findings are discussed with specific regard to remembering scientific taxonomies and their…

Learning disabled and behaviorally disordered third and fourth grade students were taught test taking skills such as attending to appropriate stimuli, marking answers carefully, using time well, and avoiding errors. These students scored significantly higher than their untrained peers on the Word Study Skills subtest of the Stanford Achievement…

Notes that many students lack the skills necessary for the efficient memorization of content information as well as awareness of appropriate rehearsal strategies or metacognitive skills. Discusses several rehearsal strategies, and concentrates on one--study mapping. (FL)

Elaborates on the conjecture that the words used in speech and writing have a powerful effect on perceptions of what is said and written. Reviews three distinct goals of instruction that are designed to promote students' expressive vocabularies. Suggests approaches for promoting students' active use of words. (ML)

Presents an approach to vocabulary instruction that serves to increase knowledge of word definitions, to provide semantic links to words, and to promote greater facility in using words. Reviews studies associated with the "fertile vocabulary" instructional plan and discusses program results and benefits. (ML)

Indicates that (1) structurerd study methods may be more effective for aiding students' retention of content area materials, (2) students are more concerned with detail or factual information than "higher level" forms of information, and (3) instructors of college developmental students need to instruct their students in how to generate…

A classroom activity that allows college freshmen to examine their approach to studying course material and to discuss alternative approaches, developed and found successful in a general chemistry course, is described and discussed. (MSE)