Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Describes the use of content area reading miniclinics, with sessions lasting from 2 to 10 days on a particular skill or related skills, that have proven useful at a junior high school. (MKM)

Suggests using the Guided Reading Procedure as a prereading activity and as a postreading activity when students have read different materials. (MKM)

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

Suggests how to help students use their textbooks effectively. Includes ideas and a sample test for testing students' facility in using aids provided in textbooks. (TJ)

Describes a mathematics review lesson that provides an opportunity for students to review topics through problems that require an in-depth analysis of their similarities and differences. (FL)

Describes a study in which seventh graders who read a chapter in a science text along with a written handout explaining the major concepts (in simplified vocabulary) performed better on a post-test than the group that simply read the text. (MKM)

Describes "Review in the Round," a student-centered review process that combines discussion and cooperative learning. Describes its purposes, preparation (outside class), and the review procedure. (SR)

Studies the reading demands placed on college freshmen (amount, purpose, and relationship to course examinations of required reading) and students' perceptions of these demands. (SR)

Argues that strategic teaching develops learners who are independent and able to use a variety of learning strategies. Argues that by modeling learning strategies and verbalizing their own thinking as they learn, teachers can develop students who will become strategic learners. (RS)

The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)

This paper presents three studies of science learning using language-based measures. Studies of a total of 211 disabled and nondisabled students found significant differences in comprehension and reading fluency on science-related material, indicating that students with disabilities will not learn effectively when science education is primarily…

Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (RS)