This study examined the value of the Read-Encode-Annotate-Ponder (REAP) procedure as a teaching/learning strategy, focusing on its use of written annotations designed to achieve specific learning objectives. Subjects were 105 students in six college reading/study skills classes who were assigned to one of three treatment conditions: the experimental group learned and practiced the use of the REAP procedure; the experimental-control group learned and practiced another reading/study skills strategy; and the control group developed "affective readiness" for reading/study skills improvement, and learned and practiced study skill areas not directly related to study-reading or comprehension improvement. The study's results show that the experimental group did learn the REAP strategy and improved their test scores when employing the strategy, and that students with impulsive cognitive styles profited from the REAP strategy, probably because REAP requires a period of reflection (the annotation procedure) that impulsive students do not normally use in their reading/study tasks. But the study fails to provide evidence that the REAP strategy is more effective than the strategies of the other treatment conditions. (RL)