Suggests that study guides can help teachers set priorities and teach students how to learn through more efficient reading. A sample guide shows sections on background, vocabulary, organization, cause-effect, and detail. (MKM)

Two experiments were conducted exploring the effects of imagery and text organization on what is learned from reading a passage. Some of the results were that imagery was more successful for learning than repetition and that randomized text resulted in the poorest comprehension. (MKM)

Compared relative effectiveness of two multicomponent strategies in the treatment of test anxiety. Test-anxious students were assigned to groups. Within-group changes between pre- and post-testing favored multicomponent treatments. Between groups, both desensitization treatment programs demonstrated significant improvement over no-treatment on…

Reports that entering college freshmen with low predicted grade point averages achieved significantly higher grade point averages after completing lessons on how to analyze and manipulate information than did students who received no such instruction. (DD)

Describes a note taking and teaching strategy designed to help students think during lectures and assimilate material in a synthesized form via small group and written recapitulation. (MKM)

Describes a study in which a content teacher and a reading specialist taught students study skills and content together; analysis of the results showed that students who are taught study skills with content learn better. (TJ)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Differences between underachieving and nonunderachieving study skills students were found on measures of study skills knowledge and an extraversion-introversion personality dimension. Nonunderachievers reported greater study skills knowledge but not greater study skills use than underachievers. Findings were attributed to differences in…

Presents a study in which college students were asked to read or listen to material and to take or not to take notes. Reports that readers remembered more material than listeners and that note taking helped listeners but did not help readers. (TJ)

Compares and discusses the findings of the nationwide reading surveys done by the National Assessment of Educational Progress in 1971 and 1975. (HOD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Change).

Consists of transcripts of self-help tapes, numbers three and four in a series on vocabulary improvement, dealing with prefixes and roots. (JM)

Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

Studied interrelationships among perceptions of 108 preservice teachers of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis show that perceptions of teaching format and test complexity were positively related to study strategies reported, and strategies were related to reported course…

On many campuses, study skills are taught separately from academic courses, or never taught at all. Georgia State University is pioneering a new approach for helping students master the complexities of thinking and learning-one that ties study strategies directly to academic course content. (BF)