The effect of reinforcement activities combined with previously taught listening skills upon both standardized reading and listening test scores was investigated. Participants were 267 fifth graders divided into five treatment groups: (1) control--received no listening instruction; (2) directed listening lesson--received brief introductory lessons…

The purpose of this paper is to provide a global examination of studying in terms of the characteristics, dimensions, and theory of the studying process. (Author/SJL)

Suggests lessons based on categorizing and several learning modalities to expand students' vocabulary. (MKM)

This study investigates the effects of study skills groups on college student grade point average (GPA) and study habits and attitudes (SSHA). Results indicate a significant increase in GPA and SSHA for those who took the course. (Author)

Describes how to teach students to use array tasks in developing free form outlines to aid in comprehension of textual materials. (MKM)

"Study" is not merely confined to the careful and thoughtful examination of arguments and beliefs already set out, but can be applied to original and creative inquiry which expands the frontiers of knowledge. (Author/NQ)

Changes in a first-year course in English at the University of Ghana, Legon, are traced. The approach used in 1972-73 for language and study skills is outlined. The course as it was taught in 1973-74 is described in terms of note-taking, speaking and questioning techniques, reference skills, administrative problems, and further developments. (SW)

Discusses the importance of developing reference skills. (MKM)

Suggests ways to teach the diacritical markings used to indicate the pronunciation of words. (MKM)

Reviews eight research reports on underlining as an aid in recall of textual material. (MB)

Comparison of the differential text structure skills in reading and writing of elementary level learning disabled (N=42) and three groups of regular class students indicated significant differences between learning disabled students and their peers in the use of text structure in both reading and writing of expository prose. (Author/DB)

This article reports on findings from two studies in which computer-assisted instruction in study skills was used with high school students. (DF)

A study investigating test performance outcomes for college students using underlining as a study strategy found that, regardless of study time and reading achievement, underlining was popular because it helped to ensure recall of information from underlined text segments. (Author/CB)

Students in 22 social science courses at the junior high, senior high, and college level were surveyed about their study habits to prepare for a major exam. An index of the effectiveness of each class of study activity was developed in terms of its impact on test grades. (RB)

Three studies evaluated the effectiveness of using verbatim text recordings to increase learning disabled high school students' reading comprehension and learning ability. Use of the recordings did produce performance gains, especially when used in conjunction with completion of a related worksheet. (DB)