Presents 32 word-attack generalizations found by research to be applicable to words at least 75 percent of the time. (JM)

Addition of a word processing component to a study skills program for eight learning disabled freshman students in a community college resulted in higher term paper grades and positive student and faculty evaluations. (CL)

Because vocational students need to be able to read, visualize, and follow directions on the job, teaching them how to read and understand a textbook gives them a vital skill they can practice while acquiring technical skills. (SK)

The geometric organizer, a multisensory technique using visual mnemonic devices that key information to color-coded geometric shapes, can help learning disabled students read, organize, and study information in content subject textbooks. (CL)

Discusses procedures for applying journal writing to learning study skills. Focuses on conditions for learning; offers guidelines for teachers in getting started and providing feedback; discusses typical student reactions; and lists the advantages of using journals for self-monitoring and communication. (DMM)

Briefly describes a noncredit course at Mundelein College in Chicago which attempts to help high risk freshmen acquire appropriate study skills, habits and attitudes. (Author/CJ)

Proposes a new and extensive study technique which can serve as a tool for reading and studying. (RB)

Results indicated that only significant reductions on test anxiety were obtained for groups given desensitization, but for groups given combinations of desensitization and counseling, improvement occurred in both test anxiety and study skills. (Author)

The successful acquisition of survey behavior by students diagnosed as void of survey behavior through stimulus control and reinforcement is described. (Author)

The results tend to support the statement in the OAIS Manual describing the Achiever Personality scale as a measure of motivation and conscientiousness. (Author)

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (CL)

Differentiates among learning to study, teaching study skills, and helping people learn how to learn. Concentrates on learning to learn--a developmental process in which people's conceptions of learning evolve--and describes strategies for helping students learn how to learn to change their approaches to study tasks. (JOW)

A modified graphic organizer approach is suggested to provide motivation and structure to disabled students using textbooks. An eight-step sequence in using the graphic organizer as a study and comprehension aid to textbook learning is presented. (CL)

Suggests that students wishing to know how to take patterned notes should consider carefully before learning a strategy that has no real evidence to suggest it is any more effective than more conventional styles. (HOD)