Relates the benefits of a modified version of the SQ3R (survey, question, read, recite, and review) study technique and tells how the modified version emphasizes previewing, reading, reciting, reviewing, and checking notes. Describes a two-phase strategy for training students to use the technique and providing guidance in applying it. (GT)

Suggests three uses of the cloze procedure in content area reading to emphasize particular features such as content, structure, or concept. Provides illustrations of each type of study guide. (TJ)

Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)

Describes the development and use of a listening guide to teach middle school students how to take notes. (RB)

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)

The prefaces of textbooks have considerable value as aids in helping students profit more from their reading. But they are frequently ignored by most young readers and rarely if ever assigned by teachers in a formal manner as aids to instruction. A model teaching unit originally using a social studies text can lead students to see the value of a…

Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)

Describes a visual representation technique that aids college students in reading textbooks, organizing lecture notes, preparing for examinations, and organizing papers. (JT)

Describes a project that used task cards to give students meaningful and interesting practice in using location skills in the content area of science. (FL)

The article describes a four-step procedure for constructing two types of graphic organizers (hierarchical and compare/contrast) to help secondary academically handicapped students gain information from textbooks. Implementation methods include teacher-directed, student-directed with text references, and student-directed with clues. Testing…

Outlines a program of seven sessions designed to teach study skills to junior high students. (MKM)

Two articles look at effective practices with the learning disabled. The first, "Facilitating Mainstreaming through a School-Wide Study Skills Program" (Gayle Smith), stresses one skill each month. "Semantic Feature Analysis: An Interactive Teaching Strategy for Facilitating Learning from Text" (Candace Bos and Patricia Anders) offers a method for…

Shows how to integrate a college reading course with a content area course. Presents five steps of a procedural model followed by students, which include knowing what one needs to do, making plans, doing it, evaluating the plan, and deciding how to handle the problem next time. Contains strategy sheet and concludes with recommendations. (EL)

Suggests that teachers require students to read and take notes prior to class discussion of a topic. Contains note-taking requirements and some student reactions. (MKR)

These suggestions for helping adolescent students with mild disabilities take notes emphasize use of a skeleton outline of the main ideas and related concepts of a lecture, with space to maximize student responding as the student completes the outline during the lecture or reading of an assigned chapter. (DB)