A study investigated the relationship between high and low reading ability and the study techniques of reading, the usual method of note taking, and student-generated paragraph summaries on the six levels of cognitive learning from textual material as measured by Bloom's "Taxonomy." Subjects, 84 college students enrolled in an educational psychology course, participated in three experimental sessions. Students took the comprehension section of the Nelson-Denny Reading Test in order to assess their reading during the first session. In the second session, students received a packet of material also containing instructions for the study technique the student was to use, were given 30 minutes to learn the text, and were tested in a third session one week later. Students who wrote paragraph summaries scored higher than students who read or took notes at the application and analysis levels, although students who read or took notes scored higher at the syntheses and evaluation levels. The information-processing theory provides an explanation for this, since questions at the knowledge and comprehension levels require answering information in the same form in which it was provided. Therefore, it may be concluded that the use of paragraph summaries has a positive effect at some levels of learning. (DF)