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ERIC Number: ED193626
Record Type: RIE
Publication Date: 1980-Mar
Pages: 12
Abstractor: N/A
Reference Count: 0
A Developmental Personalized Approach for Learning Assistance in Higher Education.
Salinger, Terry S.; Payne, Emily Miller
A study skills program is proposed to help students in developmental programs acquire the real learning process required for success in an academic setting. Based on a developmental, personalized theory of instruction, the program has a general planning and instruction procedure that contains the following three steps: (1) The study skills task is stated in a sequence of subskills. The student's preinstructional strategy for mastering the task is observed and the subskills that the student uses spontaneously are analyzed. (2) Instruction in the study skill task is designed in a way that allows the student to see the limitations of the spontaneous strategy and the advantages of the method being taught. (3) The method of instruction should reduce the load on working memory to the lowest possible level. Subskills should be divided into the smallest concept packages. When these three steps are used, most study skill tasks can be converted from traditional individualized or group instructional designs to a personalized, developmental design. (The task of outlining the main idea of a reading assignment is used to illustrate the design and instructional phases of the study skills program.) (Author/RL)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western College Reading Association (13th, San Francisco, CA, March 27-30, 1980).