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)

Describes the steps for creating a study guide to direct students' efforts to understand and remember information from texts. (AEA)

Shows how a content area teacher can help students relate prior experiences to the new information to be gained through the reading assignment. (MKM)

Offers a method for teachers in the content areas to teach study skills, specifically, strategies for allocating study time, reading, note taking, and learning for tests. (SRT)

Presents one way to approach the problem of extracting key concepts from social studies reading materials through the use of concept-formation study guides; includes an example of a study guide for helping fourth or fifth grade children in concept formation. (JM)

Options are presented in this paper for the imaginative use of questions in content area study. An argument is made against the stereotyped use of questions to test factual recall and for the use of questions to expand instruction in content study to stimulate higher levels of thinking and learning activities. Suggestions and examples are provided…

Presents a concentration improvement guide for students. Offers a procedure for effective presentation of the guide--reading and discussing the guide in small groups, followed by whole class discussion of reactions. (ARH)

Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

This monograph is the third in a series of semiannual reports of research related to reading in secondary schools. The first section of the monograph is made up of three research studies on the validation of teaching procedures to facilitate students' comprehension of content area texts, the graph-reading abilities of seventh grade students, and a…

Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)

Describes the integration of text previews (teacher-developed synopses of the text) and three-level study guides (encouraging factual, inferential, and problem solving responses). Claims a combination of these constitutes a powerful strategy for content area reading. (RS)

This article reviews the literature on the use of content enhancement techniques to help secondary students with learning disabilities to identify, organize, comprehend, and memorize critical content information. Content enhancements described include visual displays, mnemonics, advance organizers, study guides, peer mediation, audiotapes, and…