The research literature on short-term instruction (STI) and intermediate-term instruction (ITI) for the Scholastic Aptitude Test-mathematical section (SAT-M) and the Scholastic Aptitude Test-verbal sections (SAT-V) was reviewed. Selected studies of STI and ITI for tests other than the SAT-M and SAT-V, and of testwiseness (TW), were included in the survey if they were judged relevant to the question of special instruction for the SAT. The research studies were reviewed and interpreted within the framework of a score components model that posited four content-related and two TW scores components, as well as test-taking confidence and efficiency, that are theoretically subject to STI and ITS effects. In addition, examinee, item, and instructional characteristics were considered as they relate to the score components model. Basic discrepancies between negative and positive findings were noted for both the SAT-M and the SAT-V. There were generally resolved in favor of recognizing meaningful STI effects for the SAT-M, but remain unresolved for the SAT-V. Recommendations were made for SAT-M and SAT-V research allowing STI effects to be partitioned according to examinee, item, and instructional characteristics as they apply to selected test score components. (Author/RL)