A study measured student awareness of a variety of reading and study skill elements: author attitude and bias, signal words, vocabulary, organizing to read, notetaking, mental imagery, and reading flexibility. It also established a reliability coefficient for the Survey of Study-Reading Habits instrument, a 15-item, 4-point Likert type scale designed to record responses to these elements. Subjects, 26 college undergraduates, were split into equal control and treatment groups of 13 students each. The treatment group was enrolled in an analytical reading course and the control group was enrolled in a college reading course. Both groups took the Survey of Study-Reading Habits as a pretest and retook it at the end of 6 weeks. Analysis of the data obtained from the tests revealed no significant differences between the treatment and the control groups. The instrument's reliability coefficient of .63, however, indicates that it can be used to measure perceived class effectiveness in reading and study skills. Different results might be obtained with a larger sample size treated over a longer period. (Tables of results and the instrument are included) (JL)