A study was undertaken to discover the reading strategies of successful and nonsuccessful second-language readers. Forty students' reading strategies were elicited, and a "reading map" constructed for a successful and a nonsuccessful reader. A procedure is suggested for using the "think-aloud" technique in the classroom. (KM)

Reports a study indicating that summarization training of sixth-grade students improved recall of major but not minor information on a studying task and that such training is an effective tool for improving reading and studying skills. Includes ways to improve summarization instruction for children of this age group. (HTH)

Reviews a program being developed for college freshmen by Educational Testing Service for microcomputer-based instructional diagnostic testing in three areas: (1) written communication skills, (2) reading and study skills, and (3) mathematics. The system's interactive feedback is described as well as student's reactions to the system. (LRW)

The article describes the first three years of a pilot program that identifies at-risk sixth graders prior to junior high entrance. In smaller sections of junior high science, social studies, and English classes, teachers incorporate communication and study skills into course content using "effective schools" research, learning strategy…

Describes two experiments that examined word recognition processes of second, fourth, and sixth graders. Shows that older children use meaning frequency to narrow the amount of information kept active following word recognition. (HOD)

Outlines a step-by-step procedure for teaching late elementary or junior high school students how to write a term paper. (HOD)

Describes some of the current views in semantics and semantic development and discusses the implications for vocabulary instruction. Explains the major theories of word meaning acquisition in children and lists researched variables of word meaning development. Offers examples of instructional strategies for effective vocabulary development. (ML)

Indicates that students who received organizational instruction wrote better summaries than did students who received traditional instruction. (FL)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

Notes the major historical works or chronicles on college reading and study skills instruction and proposes 10 directions for further historical research. (HOD)

Describes the Vocabulary Self-Collection Strategy, a strategy that differs from traditional instruction through its use of student generated word lists and its emphasis on students' personal experience and world knowledge. (HOD)

This review found that providing reading and study-skill instruction in the social studies curriculum can raise achievement scores in both reading and social studies to higher levels than what pupils would achieve without instruction. In those treatments that were successful, teachers played an important role. (Author/PN)

Examines whether eighth grade students acquired measurable knowledge about unfamiliar words while reading natural text. Suggests that incidental learning from context accounts for a substantial proportion of the vocabulary growth that occurs during the school years. (HOD)

Offers teaching techniques and strategies for assisting remedial readers with word meanings and categorizing, junior high school students with vocabulary development, and middle grade students with letter writing. (HOD)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)