Reviews eight research reports on underlining as an aid in recall of textual material. (MB)

Offers suggestions for (1) teaching college study skills, (2) using magazine and newspaper reports, and (3) outlining topics. (HOD)

Describes the development and use of a listening guide to teach middle school students how to take notes. (RB)

Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)

Suggests that study guides can help teachers set priorities and teach students how to learn through more efficient reading. A sample guide shows sections on background, vocabulary, organization, cause-effect, and detail. (MKM)

Reviews materials on speed reading located in the ERIC data base. (MKM)

Describes specific problems that students encounter when they begin the transition into content area studies. Examines a recent research summary on study skills for suggestions about how to address these problems. (MM)

Discusses teaching vocabulary when students do not know the words nor the concepts they represent. (SRT)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

Offers (1) suggestions on how to teach students the importance of regular study habits for learning to spell, (2) story ideas to help students get started with creative writing, and (3) a model of a daily record assignment book to help students organize and remember their homework assignments. (SRT)

Defines metacognition and suggests activities which sharpen metacognitive skills in reading. (ARH)

Presents suggestions from 4 teachers on (1) the benefits accrued over 9 years of a visiting authors program at a middle school; (2) using 60-second synopses for better concentration; (3) structured overviews for teaching science concepts and terms; and (4) how musicians see writing differently. (SR)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Contributors propose five ways for students to improve their reading: combining television newscasts and note taking, determining the main ideas of pictures, using multicultural materials, developing vocabulary through color word contests, and finishing reading what a teacher has started. Also discussed is informal research indicating that…