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THIS STUDY explored the efficacy of utilizing systematic instruction in teaching study skill strategies to fifth-grade students who had adequate reading (decoding) skills but demonstrated deficiencies in study skills. The method used was based on Robinson's (1941) SQ3R method, principles of task analysis, and direct instruction. Forty-five fifth-grade students with reading scores on a standardized achievement test of less than 1 year below grade level, and scores of less than 50% on two individual tests of study skills were randomly assigned to one of three samples: a treatment condition with systematic instruction in study skills, or one of two comparison conditions (independent seatwork on the same materials with feedback from teachers or no instruction). After 4 days of training, students were given a passage to study from a fifth-grade social studies text; they were then asked to retell important elements of the passage, and finally given a short answer test on important facts in the passage. Two weeks later, the testing process was repeated. Results indicated students receiving systematic instruction in study skills performed significantly higher on the factual short answer test on both occasions, F(1,42) = 47.91, p <.001. No significant differences were found on the retell measures. Several issues, including the use of free retell as measures of comprehension and the organization of textbooks, are discussed.
Adams et al. (Fri,) studied this question.