For certain kids, doing homework is a near impossibility. Educators increasingly realize that they must change their traditional homework assignments to create opportunities for children to succeed. Written assignments can be replaced by interviewing projects, inclass cooperative learning activities, or afterschool study centers with appropriate…

Two experiments, involving 195 undergraduates, investigated how different note-taking formats influenced student note taking. Results reconfirmed that a flexible outline framework in which the order of subtopics corresponds to the order of lecture presentation produces more note taking than a collapsed matrix framework presenting fewer subtopics.…

Points out that U.S. educators have lamented the deficiencies of college students' reading and study skills for almost two centuries. Describes present conditions that suggest the importance of college reading assistance programs to U.S. future. (SR)

Investigates effects of length of passage, type of test expected, and subject matter on three outcome variables: retention of information, reading speed, and highlighting patterns. Finds reading speed and highlighting substantially affected by passage length. Provides evidence that much of the previous reading comprehension research may not permit…

Shows that students can be made aware of their "illusion of knowing" text material by having them read a three-paragraph factual passage with a carefully inserted phrase near the end which contradicts the main point of the passage. Notes that few students recognized the contradiction and that discussion afterward raised awareness of the…

Describes the suggested use of three types of reading/study guides (K-W-L, Selective Reading Guide-O-Rama, and Levels of Comprehension) which can be used with students at all levels of academic and learning proficiency to help them read their textbooks with understanding. (RS)

Data from 72 adults in British university preparation (access) courses showed extreme levels of trait anxiety associated with lower final examination performance. Certain study and coping methods were correlated with final exam scores. Test anxiety was significantly correlated with trait anxiety but not with exam performance. (SK)

The study compared the use of guided notes alone and guided notes with supervised review time with six students with learning disabilities integrated into a regular high school science class. The guided notes with supervised review time strategy produced significant academic gains across all participants. (Author/DB)

Addresses three questions: Why teach study skills? How can teachers teach study skills? and When can teachers find time to teach study skills? (MG)

Investigates the use of the SQ3R (Survey, Question, Read, Recite, Review) study technique using nine secondary level students with specific learning disabilities. Finds that results of three experiments indicated that, even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension. (MG)

An effective middle level adviser/advisee program requires that students and teachers work together outside their normal content-specific relationship. Teaching study skills allows teachers to blend their traditional role with the novel adviser role. Tips are provided concerning study skill components, including text reading, note taking, mapping,…

Examines the psychometric properties of an instrument designed to assess study behaviors of college and university students. Finds that the "Study Behavior Inventory" is a valid and reliable instrument for assessing study behaviors. Suggests that study behaviors consist of short-term, routine goals and long-range, specific goals. (RS)

Describes the development and implementation of an interdisciplinary course entitled "Science Success Stories." The course is based on experiences with students in freshman chemistry and introductory mathematics courses, and incorporates aspects of scientific culture and academic-success strategies into math and science content. Presents…

Master of business administration graduates (n=39) were compared with 83 entering students on 12 learning skills in 4 categories (interpersonal, information gathering, behavioral, analytical). Graduates significantly improved in 7 of the 12 skills. (SK)

Describes a community-college-level developmental reading skills course that was revised to decrease the number of skills in which students needed to show competency to make room for a notetaking skills unit. (RS)