A study examined the learning stages involved in training students classified as poor readers to use networking, a notetaking technique, as a strategy for studying text material. Subjects were two male students enrolled in an auto mechanics vocational education program at a two-year college. Test scores indicated their reading levels to be 8.0 and 8.3. Researchers chose eight reading selections from an auto mechanics text with a readability level of 7.9, prepared a cognitive map for each selection, and constructed five comprehension questions using the maps. They also prepared a prose analysis of each selection using a system of stages to organize the content into a hierarchical propositional representation of the ideas and relationships among ideas in the passage (Meyer, 1975). Students were trained in the use of networking twice a week for 5 weeks, with each session lasting 1 hour. Results showed that, contrary to other research findings, the students did not improve their recall performance after the short training period in the networking strategy. The students were beginning to apply the strategy; however, much more time would have been required for them to master it well enough to transfer it. The study was terminated because the students indicated that they were bored and wanted to stop. (FL)