A complete course, curriculum, and textbook were developed to teach college level "study skills" using an educational, psychology-based strategies-for-achievement (stACH) approach. The approach involved teaching students four major achievement strategies: (1) taking reasonable risk; (2) taking responsibility for outcomes; (3) searching…

The increasing use of high-stakes tests has focused attention on test preparation activities. The term test preparation can apply to a number of different practices that vary on the degree to which they are defensible. Although some test preparation is legitimate, there are concerns that certain test preparation activities may have a negative…

The effectiveness of notes provided students in two formats was studied. Students received either a completed set of notes or a partially completed set, with approximately half the information left blank. The study was also designed to investigate the effect of test taking conditions, whether immediate (shortly after the study session) or delayed…

This concise book shares several sensible, logical, and meaningful approaches that guide young children to use the written coding system to read, spell, and make meaning of the English language coding system. The book demonstrates that phonics, spelling, and word study are essential parts of literacy learning. After an introduction, chapters are:…

As an initial step in the development of a study techniques program, this research examined some of the factors which contribute to college success. (Authors/JA)

Results supported the conclusion that encoding cues will facilitate prose learning when they result in encoded information required by output which would not otherwise be encoded. (Authors)

This study compared the effectiveness of systematic desensitization and training in efficient study methods for reducing test anxiety among subjects selected on the basis of two types of self reported anxiety. Desensitization offered more promise as a treatment method for test anxiety than did training in study skills. (Author)

This study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. (Author)

All subjects showed significant increases in study habits. However, no condition produced a gain in academic performance beyond chance. (Author)

A major task of teachers at all levels is to help students recognize that a great number of the words in our language have many meanings and that a particular word often conveys different meanings to different persons. (Author)