ERIC Number: ED360055
Record Type: RIE
Publication Date: 1993
Strategies for Learning and Remembering: Study Skills across the Curriculum. Analysis and Action Series.
Rafoth, Mary Ann; And Others
This seven chapter book offers guidance to elementary and secondary teachers on how to help students develop strategic study skills. Chapter 1 summarizes current knowledge about information-processing theory, the teacher's role in facilitating learning, and the necessity for changes in instructional techniques across grade levels. Chapter 2 outlines the research on memory development and on the developmental nature of memory monitoring and knowledge about study skills. Two methods of teaching study skills, the detached strategy training approach and the embedded strategies approach, are compared in chapter 3. Chapter 4 focuses on kindergarten and first grade students and suggests specific methods classroom teachers can use to promote the development of effective memory and study skills in this age group. Chapter 5 outlines relevant changes in children's memory strategies during elementary school and presents information and strategy suggestions related to specific content areas. Chapter 6 describes children's strategic development during the middle grades and offers suggestions for helping middle grade students develop both general and curriculum-related study skills. Addressing the specific study-skill needs of secondary students, the concluding chapter discusses systems designed to aid studying and memory skills, including aids for enhancing note taking, reading comprehension, and test preparation. References are included at the end of each chapter. (TJQ)
Descriptors: Elementary School Students, Elementary Secondary Education, Learning, Learning Processes, Learning Strategies, Learning Theories, Memory, Metacognition, Mnemonics, Notetaking, Secondary School Students, Study Habits, Study Skills
NEA Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 3048-6-00).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: National Education Association, Washington, DC.