Discussion of memory for text information focuses on an earlier study which appeared to show that it is better for students to study a summary of a textbook chapter than to study the chapter itself. Topics discussed include recognition memory, recall, how to test memory, and psychological research. (10 references) (LRW)

Describes a Directed Notetaking Activity (DNA) based on three instructional principles: the split page method for structured notetaking; a self-questioning strategy for monitoring levels of involvement before, during, and after notetaking; and direct, explicit teaching of the notetaking process. (RS)

Presents an acrostic of the word "summary" designed to help students write a summary correctly. (RS)

Argues that teachers can help students improve their learning by understanding the reasons why students have not been successful, by identifying strategies that promote active participation in the learning process, and by teaching students how to become more responsible for their own learning. (RAE)

This study compared homework problems among 42 students (ages 7-18) with behavior disorders (BD) and 42 students without disabilities. Students with BD scored significantly higher on a Homework Problems Checklist than did nondisabled peers. Suggested interventions to address specific habits and problems that impair students' homework completion…

This article describes use of a comprehensive calendar designed to help college students with learning disabilities organize course assignments, assess assignments in terms of time allocation, and plan for the completion of assignments. The calendar design, which was implemented with students at the University of North Texas, involves task…

Investigates secondary content teachers' conceptions of study strategy instruction across four different stages of professional training and experience and across four major discipline areas. Finds a lack of knowledge and/or valuing of study strategies; and a confusion of effective content teaching with effective process instruction, especially on…

Describes part of a college reading and study-skills course that instructs students in using library and computer laboratory resources. Notes the importance of helping students recognize that achievement takes time. Appends four course assignments. (SR)

Because deaf students learn most efficiently through visual channels, the use of graphic organizers can be an effective way for students to learn, organize, and remember information. Guidelines are given for organizing information visually and using organizers as teaching tools with this population. (DB)

Relates the process of tutoring a gifted high school student. Asserts that his problems are not unique: bright students often have the same difficulty learning from expository text as average or below average students, and they can be as disorganized as everyone else. Suggests that high schools should offer instruction in content area reading.…

Three boys (ages 9-13) with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, consisting of a picture and printed word. The procedure engendered new constructed-response spelling performances and arbitrary relations among pictures and printed words in matching to sample. (Author/JDD)

High school students are not immediately attracted to poetry because they have never had to listen so carefully, especially to controlled and polished poems. In its report on "Freedom and Discipline in English," the College Board's Commission on English minimizes the value of the poem as art. (MSE)

Investigates what reading skills college students use as they study. Finds differences in students' responses at the beginning and end of a semester in which they were enrolled in a college reading study skills class, including using questioning as a method, and using different study methods for different topics and different types of tests. (SR)

Investigates effects of explicit instruction in notetaking. Suggests that explicit instruction in notetaking is effective in improving sixth-grade students' lecture comprehension and attitudes toward notetaking. Notes that future research may emphasize a longer treatment period with a delayed comprehension measure. (RS)

Introduces the Directed Questioning Activity (DRA), a teacher directed questioning strategy to be used in class with subject matter textbooks containing unfamiliar or difficult concepts. (RS)