This study investigated the effectiveness of reading only, regular note taking, and paragraph summaries for questions at the six levels of Bloom's taxonomy. Paragraph summaries were most effective at the application and analysis levels and least effective at the synthesis and evaluation levels. (Author/LMO)

Reports on a study that examined whether students' comprehension and recall of an expository passage would improve if they were given information about the organization of the passage before they read it. (HOD)

Suggests that when middle school teachers put greater emphasis on study skills, their students profit from greater confidence and understanding. (AEA)

Designed to help the teacher introduce study skills to students in the fifth, sixth, and seventh grades, this teacher's guide describes a series of 14 activity-oriented units, most of which require one period of class time. The units in the guide focus on such topics as (1) learning to listen, (2) tuning into directions, (3) putting ideas…

The 14 activity-oriented units described in this study skills guide for students in the fifth, sixth, and seventh grades are designed to assist in the development of necessary study skills at most levels of competence and to reinforce already existing skills. The units in the guide also attempt to incorporate as much student activity as possible,…

Designed to provide an introduction to study skills for students in the eighth, ninth, and tenth grades, this teacher's guide provides a series of 12 activity-oriented units, most of which require one period of class time. The units in the guide cover the following topics: (1) learning to listen, (2) vocabulary (getting meaning from context), (3)…

Because of the limitations of two recent major reviews of the research on studying another review of the literature was conducted. Articles chosen for this review supplied adequate information about levels of processing and encoding specificity, investigated the effects of student-generated as opposed to teacher-provided study aids on…

Tests the hypothesis that second language (L2) students' approach to text reflects a top-down processing strategy in contrast to first language (L1) students' approach that is more text-driven. Results confirmed L2 subjects studied the texts less efficiently than L1 subjects. (HOD)

Examines the effects of providing subjects with prior information about the organization of expository passages. Concludes that a structural organizer with outline grid and that notetaking alone both reliably and markedly facilitated comprehension and recall, and that a structural organizer without outline grid reliably facilitated comprehension…

A review of literature on learning strategy instruction in first and second languages focuses on the strategies of summarization, notetaking, and cognitive mapping techniques aimed at improving students' reading comprehension skills. The literature suggests that summarization is a technique that can be taught, and because it appears to be…

Intended to make teachers aware of various tactics that will move students toward strategies for independent learning, this paper describes several work-study skills, which--once mastered--can be integrated into the set of tactics the life-long learner might use in his or her independent mastery of text and lecture. The first part of the paper…

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

This study was performed to assess the effect of field independence/dependence on the successful use of mapping or outlining to take notes from textbooks. Success was measured in terms of student performance on a comprehension test and thoroughness of notetaking. The study sample of 38 students enrolled in reading and study skills courses at a…

Recall data from eight eleventh-grade students were analyzed to determine the effects of writing tasks on recall of content and relationship units at three levels of importance in the content structure of 21 prose passages. The data were colelcted as part of an earlier study of the effects of three writing tasks (notetaking, answering study…

A semantic mapping heuristic is presented which provides an instructional strategy for teaching notetaking, recognizing main ideas and pertinent details, and sorting and organizing them into a report. The strategy enables learning-disabled students to read independently about a topic and subsequently write a report, thus establishing a…