Notes the major historical works or chronicles on college reading and study skills instruction and proposes 10 directions for further historical research. (HOD)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

Describes how a high school English teacher helped her students learn about background knowledge, organization, metacognition, discussion, and writing by experimentally investigating their own learning. Notes that this approach helped students feel more ownership in their work and in their own knowledge about learning. (SR)

Synthesizes documents from the ERIC database concerning the research paper as an effective tool in developing communication and study skills, and suggests strategies for helping students successfully research and write a paper. (RS)

Community college students who heard a lecture on how to underline a text did not do better than a control group on a test covering their text, and only two of the 52 students who heard the lecture actually underlined in their text. (MKM)

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

Since reading achievement and study achievement failed to correlate significantly in this study, results should be interpreted in a number of ways. (HOD)

Reports research on the notetaking habits of college students, concluding that those with better notetaking skills received higher grades. (RB)

A study was conducted to test a method of diagnosing and dealing with the learning needs of advanced-level college students in which the students take an active part. (MKM)

Reviews eight research reports on underlining as an aid in recall of textual material. (MB)

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)

Indicates that taking notes has no long-term effect on retention of information, but that notes are useful as a source of information for review. (AEA)

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)

Discusses a textbook annotation strategy. Examines the effectiveness and efficiency of the strategy. Finds that training students to annotate text enables them to perform effectively over time. Presents practical teaching suggestions for working with different types of students. (RS)