Advocates the teaching of study skills in place of speed reading in college reading programs. (RB)

Provides study skills, reading efficiency, and reading effectiveness tests designed to show the student that his reading is actually improving. (RW)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

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)

Notes that the literature suggests that study skills can be arranged into learner selected objectives, strategies, and habits that facilitate independent learning. Describes each of these in terms of specific skills. (FL)

To be successful in nursing courses, students must be able to read and comprehend a large volume of information. This requires different types of reading and study skills from other courses to which they have been exposed. The formal teaching of these skills in a nursing course takes second place to the teaching of required nursing skills. Because…

Describes the Learning Skills Program at Mount Royal College in Calgary, Alberta, which offers students assistance in developing reading, writing, study, and listening skills. (TO)

Argues that teachers can use content analysis in both instructional approaches and research methods. Offers ideas for its use in the classroom. (FL)

Describes a content area reading course developed for technology majors at Texas Southern University (Houston). (FL)

Since the 1940s, teachers in upper grade classrooms have been asking students to "survey, question, read, recite, and review" chapters in their content area textbooks. Known as SQ3R, many teachers have long believed that this study strategy helps students make sense of unfamiliar informational text, or that it at least provides a structured…

Describes an adapted form of the "Directed Reading Thinking Activity" which guides students through reading assignments with content materials containing an abundance of factual information and details that need to be remembered. (RL)

Describes the contents of history and biology kits prepared by content area teachers for use in a college reading and study skills course. (TO)