The effectiveness of a mnemonic study strategy, the keyword method, was applied with 10 learning-disabled middle school students studying a science chapter on rocks and minerals. Posttests after the four-day implementation indicated mixed results with some content acquisition but a need for further instruction in strategy utilization. (DB)

Explores the effects of marginal glossing on college students' comprehension and retention. Describes what a marginal gloss is and how it might work. Concludes that although marginal glossing is a frequently recommended study strategy, its usefulness may be limited. (SR)

Considers the limitations of treating learning strategy instruction and content-area subject instruction separately from each other. Discusses the challenges facing a closer integration of these two components. Describes a working model for integrating these two forms of instruction. (HB)

Designed for those students who do not know how to study effectively, this book emphasizes practical, proven ways of learning. The book explains key concepts and gives examples, followed by graded exercises to let the student build a successful study program. Students will learn how to: (1) manage time; (2) set study goals; (3) listen actively;…

A study compared a text annotation method to underlining to ascertain whether students were more likely to learn and remember material they had read using one strategy or the other. Subjects were 67 students in 4 classes of a 7-week study skills course. One group was trained in text annotation, one in underlining, and two control groups were given…

Because teachers are asking for specific suggestions to help students apply comprehension skills and read content material, a mechanism that assists students in acquiring and applying specific comprehension skills as they read content texts is being investigated. The mechanism is called marginal gloss because learning activities are placed in the…

This guide is intended to assist classroom teachers in developing lessons revolving around New York's 1980 handgun control law. It contains model lesson plans and a section on resource materials designed to provide insight into the law and its ramifications. The guide is designed for use in intermediate, junior and senior high schools. (Author/APM)

This annotated bibliography is composed of 44 citations ranging in date from 1947 to 1966, but emphasizing the 1956 to 1966 period. It is designed to aid teachers by including all major subject matter areas and all major school levels, by offering information of practical value, and by mentioning bibliographies of earlier writings. All entries,…

Studies representative of research in content area reading provide extensive but inconclusive evidence of the extent and effectiveness of reading in the content areas. Some of the studies reviewed in this paper illustrate gains made through special instruction in reading in the content areas. They point up the need to integrate reading instruction…

Content areas teachers must assume responsibility for teaching students the basic reading skills that are necessary for achieving success in their field. Content teachers frequently must be convinced that reading skills are a valid part of their curriculum and must be given help in teaching these skills. They should be shown that the teaching of…

A study with junior high students indicated that notetaking was an extremely difficult skill to master. However, content area teachers involved in the study reported changed expectation for their students and changed teaching techniques. (MKM)

Defines metacognition and suggests activities which sharpen metacognitive skills in reading. (ARH)

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)

Provides parallel and flexible reading/writing strategies designed to help college students with the challenge of simultaneously succeeding in a variety of subject areas in which their experience is limited. (FL)

Demonstrates a preliminary, informal diagnostic procedure that a social studies teacher can adapt to the child and the textbook to determine the extent of a child's ability to read and understand the content read. (Author)