Treatment by mail effected positive change in self reported procrastination and distraction for students who had relatively better study skills. The treatment produced no effect on grades. (Author)

Provides study skills, reading efficiency, and reading effectiveness tests designed to show the student that his reading is actually improving. (RW)

In two experiments, instruction in a hierarchical summarization study strategy focusing on the organization of ideas in a text was compared with the procedure of answering questions after reading. Fifth-grade student comprehension and memory were enhanced but were found to be affected by mastery of the strategy. (Author/CM)

Supports the use of the Testing T as an organizational tool to help students anticipate exam questions based on notes from lectures and prepare sample answers. Answers students' common questions about the method, such as "How many questions should I write?" and "How long should it take?" (DMM)

Two experiments investigated whether instructions to students about how and what to learn can facilitate learning as effectively as adjunct postquestions. Adjunct-question, instruction, and adjunct-question plus instruction groups performed significantly better than the control group in recall of verbatim factual information and in responding to…

Discusses some of the theoretical points involved in teaching study skills to mature students. Describes one approach used with mixed ability part-time students. (JOW)

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Describes the S4R reading/study system, discusses each of its components (survey, read, recite, review), explains how it is used by the teacher in the classroom, and reports initial research findings concerning its use. (FL)

Describes the study skills center at California State University, San Diego, which has achieved considerable success in improving students' basic writing skills by offering a set of minicourses in cooperation with the English and business departments. (FL)

Designed to motivate word study in fifth graders, this learning center includes five separate stations with activities in etymology and language study. (SJL)

Provides a set of guidelines that has been developed to aid students in meeting various reading, learning, and study needs while internalizing the fundamentals of problem solving. The code words for the steps in the suggested problem-solving process are: count, characterize, consider, collect, and create. (MKM)

Describes the kinds of reading needs foreign students meet in college and in situations in daily life; offers practical teaching tips, such as providing instruction in word analysis, sentence structure analysis, study skills, skimming and scanning, and critical reading. (MKM)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)