Describes a study comparing the test performance of students taking a course in introductory psychology with the quality of notes taken during lectures. Findings showed students failed tests because they did not review and learn the information in their notes. (CK)

Students scoring high on the Test Anxiety Scale had lower grades and poorer study habits than their low-scoring counterparts. Amount and quality of study by high anxiety students were positively related to grades; missing classes and delaying exams were inversely related. (Author/CP)

Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

Reviews the five criteria with which to evaluate instructional materials (content validity, transfer potential, amount of reinforcement, quality of directions and instructional language, and adaptability/flexibility). Presents content bias as the last criterion. Reviews four resources for developing reference and study skills. (MG)

Argues that learning can be addressed as a discrete topic. Discusses learning styles and barriers to learning. (JOW)

Argues that writing promotes engagement with a text, leading to better comprehension, and that writing tasks should vary depending on the nature of the reading task. (RAE)

An exercise derived from observation of students' common notetaking practices is designed to make plagiarism less likely by involving the student in the writing from the beginning and by making the notetaking process more efficient. (MSE)

Investigates the relationship between the use of appropriate study strategies and test scores on three different content area exams. Finds a high correlation between the use of positive strategies and test performance. (RS)

Finds that TOAST (test, organize, anchor, say, and test), a study system designed specifically for studying vocabulary, is more effective with sixth grade students than student-selected methods for both immediate and delayed retention. Finds no difference between groups in ability to spell the words. (SR)

Outlines an instructional strategy to be used with postsecondary reading students to help them actively engage with text through the use of elaborations. (SR)

Presents SCAIT (Select key words, Complete sentences, Accept final statements, Infer, and Think at the applied level), a study technique to develop high school students' higher comprehension skills when reading content area material. (SR)

Offers suggestions for making students more aware of their own study styles and for helping them select appropriate strategies for various study tasks. (SR)

Describes using the graphic organizer as an instructional tool prior to lecturing to help students take accurate lecture notes. (SR)

Finds that participants (1) exhibited strong resistance to annotation; (2) cited existing knowledge of content material and test expectations as major reasons for textmarking adjustment; (3) made statements of textmarking utility that were generally consistent with strategy use; and (4) gave similar reasons for lack of textmarking transfer. (RS)

Discusses what a reading and study skills teacher learned from revisiting the classroom herself as a student, and how she used the experience in her teaching. (SR)