Intended to assist teachers in evaluation of specific learning strategies for learning disabled students, the article summarizes 14 metacognitive strategies (sets of steps used by the student to talk his or her way through a problem) based on principles of rehearsal, transformation, organization, mnemonics, monitoring, motivation, and…

Describes the award-winning English curriculum of Monroe Catholic High School in Fairbanks, Alaska, which provides progressive movement through grammar, reading, writing, and study skills, while developing students' self-confidence and awareness of their role in the world. (DMM)

Evaluation of "Concept Diagrams" and a related "Concept Teaching Routine" used in nine secondary school classrooms which included 32 learning-disabled (LD) students, found that teachers successfully selected target concepts and implemented the teaching routine, whereas students (both LD and non-LD) demonstrated gains in concept acquisition,…

Presents a review of the professional literature which strongly supports the inclusion of group counseling or study skills training along with group-based cognitive or behavioral interventions as a combined approach to the treatment of test anxiety. (Author)

Factor analysis of six relevant measures indicated that three factors define student learning styles: (a) learning skills, (b) personal reactions to life experiences, and (c) academic work skills. (Author)

Results of this study reveal that personal and social needs are as strongly felt as are career or academic needs when self-reported by undergraduate college students. (Author)

Encourages reading teachers to use journal writing by college students to look beyond basic skill deficiencies, to seek and monitor physical, emotional, psychological, and environmental factors that may impair students' progress in reading. (SRT)

Explains the Integrated Learning Model (ILM), a computer model of information processing which postulates thought patterns during learning and its use in teaching peer tutors about the learning process. Explains the ILM's five phases: preparation, input, processing, storage, and output. Looks at strengths and weaknesses. (DMM)

Discusses four classroom writing activities that can be subsumed within the content area learning environment: anticipatory questioning, notetaking, using graphic organizers, and writing summary paragraphs. (FL)

Elementary school students read and recalled normal and scrambled versions of text. Superior recall for expository text was found to be attributable to use of text structure rather than a memory factor as a retrieval cue. Students aware of structure recalled significantly more of normal passages than scrambled text. (Author/DWH)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Explored the effect of three counseling strategies on compliance with one component of a study-skills program, self-monitoring and reporting study time, in 201 students. Results showed that students who complied initially with the instructor-aides' suggestions were more likely to continue to self-monitor than students who failed to comply…

Offers a form for determining the scope and sequence of skills in implementing a study skills curriculum. (JW)

Some salient characteristics of words that facilitate or inhibit their recall and eventual use in a foreign language, including phonological shape, grammatical category, and functional aspects such as meaning and affective value, are examined and their pedagogical implications are discussed. (MSE)

Contributors describe two classroom activities for secondary school reading students: a study-reading technique and a vocabulary game. (AEA)