Recent research in metacognition suggests that efficient studying reflects the ability to employ deliberately planful or self-regulative study strategies. An instructional program based on this approach was developed to teach eighth graders how to study text. The sample of 50 eighth graders was divided into experimental (N=24) and control (N=26) groups. The training group received a series of 18 lessons over 9 weeks covering control of environment, allocation of time, stating appropriate goals, monitoring progress toward these goals, and extracting main ideas from text. Data analyses showed that the training significantly improved both knowledge about study skills (content) and reading performance as measured on the Iowa Test of Basic Skills. Results demonstrated an experimental effect on a standard reading measure, a comparative rarity in study skills research. Future research should emphasize a simpler study strategy and observational, as well as quantitative, outcome measures. (Author/JAC)