The document presents the theoretical background and empirical research supporting lessons which teach study skills to adolescents, especially those with learning disabilities. A section presenting the psychological rationale for training study skills considers the nature of studying and its psychological demands, studying as an active process, metacognition, studying as a learning activity, research conclusions, and the study performance of learning disabled students. The next section looks at empirical work leading to development of the instructional materials. The third section focuses on four general study strategies and four specific strategies. General study strategies include organizing for study, checking concentration, finishing a study session, and review sessions. Specific strategies are concerned with memorization, questions and problems, writing assignments, and studying notes or books. The materials consist of a set of lesson scripts and a set of mnemonic cards for student use. Lesson scripts were designed in accordance with principles of direct instruction with each lesson covering the aim of the lesson, an overview, a rationale, instruction on the lesson content, examples, a summary, and supervised practice. (DB)