RESUME ED 326 834 CS 010 333 AUTHOR Flippo, Rona F., Ed.; Caverly, David C., Ed. TITLE Teacning Reading & Study Strategies at the College Level. INSTITUTION International Reading Association, Newark, Del. REPORT NO ISBN-0-87207-359-9 PUB DATE 91 NOTE 352p. AVAILABLE FROMInternational Reading Association, 800 BarksdaleRd., P.O. Box 8139, Newark, DE 19714-8139 (Bcok No. 359, $13.00 members; $19.50 nonmembers). PUB TYPE Books (010) -- Guides - Classroom Use Materials (For Learner) (051) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Basic Skills; Higher Education; ReadingImprovement; Reading Instruction; Reading Programs; *Reading Strategies; *Study Skills; Undergraduate Students IDENTIFIERS Strategic Reading ABSTRACT This book provides a rel'iew of the theoretical, empirical, and instructional issues in thefield of college reading and study strategies through a careful andsystematic examination of the relevant literatuze. The articles andtheir authors are, as follows: -(11 "Vocabulary Acquisition and-theCollege Student" (Michele L. Simpson and Edward J. Dwyer);(2) "Teacher-Directed Comprehension Strategies" (Sherrie L. Nist and DonnaL. Mealey); (3) "Textbook Study Strategies" (David C. G verly andVincent P. Orlando); (4) "The Value of Taking Notes During Lectures"(Thomas H. Anderson and Bonnie B. Armbruster); (5)"External Factors That Influence Study" (Victoria J. Risko andothers); (6) "Internal Factors That Influence Study" (Victoria J.Risko and others); and (7) "Preparing for and Taking Tests" (David M. Wark andRona F. Flippo). (KEH) Reproductions supplied by EDRS are the best that canbe made from the original document. ott "PERMISSION TO REPRODUCE THIS U S. DEPARTMENT OF EDUCATION Office ol Educational Research and improvement MATERIAL HAS BEEN GRANTED BY T1ONAL RESOURCES INFORMATION CENTER (ERIC) ihm document has been reproduced as received from the person or munition originating it. Ct Minor challijes have been made to Improve ; reproduction gual.ty. Points of vvoropinionsslstedin this doCtr TO THE EDUGATIONAL RESOURCES ment do not necessarily represent official INFORMATION CENTER ;ESIC)." OERI poSdoon or policy 40:74a TEACHING READING &STUDY STRATEGIES AT THE COLLEGE LEVEL RONA F. FLIPPO Fitchburg State College DAVID C. CAVERLY Southwest Toxas State University Editors ira Inwrnational Reading Association Newark, Delaware 19714 IRA BOARD OF DIRECTORS Carl Braun, University of Calgary, Calgaiy, Alberta,Canada. President JudithN.The len, Frostburg State University, Frostburg, Maryland,President Elect MarieM. Clay. University of Auckland, Auckland, New Zealand,Vice President Joan F. Curry, San Diego State University, San Diego, California Viticent Greaney, StPatrick's College, Dublin, Ireland Dolores B. Malcolm, St. Louis Public Schools, St. Louis,Missouri Mary D. Marockie, Regional Education Service Agency VI, Wheeling, West Virginia Ann McCallum. Fairfax County Public Schools. Annandale, Virginia Joy N. Monahan. Orange County Public Schools, Orlando, Florida John J. Pikulski, University of Delaware, Newark, Delaware Kathryn Ann Ransom. Springfield Public Schools, Springfield, Illinois Richard T. Vacca, Kent State University, Kent, Ohio Peter K Mitchell, Jr., Executive Director IRA PUBLICATIONS COMMITTEE 1990-1991 Donna Ogle, National-Louis University,Chair Irene West Gaskins, Benchmark School. Media, Pennsylvania M Jen Green law, University of North Texas Robert G. Jones, IRA Edward J. Kameenui. Linn, rsity of Oregon Adria F. Klein, California State College Ann McCallum, Fairfax Coun.y Public Schools, Annandale, Virginia Anne Mc Court-Lewis, University of Delaware John T. Ridley, Houghton Mifflin Company Timothy Shanahan, University of Illinois at Chicago Circle Jon Shapiro, University of British Columbia Dixie Lee Spiegel, University of North Carolina Barbara R. E. Swaby, University of Colorado at Colorado Springs The International Reading Association attempts. through its publications, to provide aforum for a wide spectrum of opinions on reading. This policy permits divergentviewpoints without assuming the endorsement of the Association. Copyright MI by the Iniernational Reading Association, Inc. Library of Congress Cataloglng in Publication Data Teaching reading and study strategies at tne college leel Rona F. Flippo. David C. Caverly, editors. Q. cm. Includes bibliographical references and index. I.Study.Method 01.2. Rcading (Higher eduaition) I. Flippo, Rona F.II. Cavcrly. David C. LB2395.T41991 90-45739 428.4'2'0711 dc20 CIP ISBN 0.87207-359-9 4 ft -71 Contents Foreword v Introduction vii 1 Vocabulary Acquisition and the CoP.fge Student 1 Michele I Simpson and EdwardJ. Dwr 2 Teacher-Directed Comprehension Strategies 42 Sherrie L. Nist and Donna L. Mealey 3 Textbook Study Strategies 86 David C Caverly and Vincent P Orlando Hi 4 The Value of Taking Notes During Lectures 166 Thomas II. Anderson and Boanie B. Armbruster 5 External Factors That Influence Study 193 VictoriaJ. Risko, Marino C. Alvarez, and Marilyn M. Fairbanks 6 Internal Factors That Influence Study 237 VictoriaJ. Risko, Marilyn M. Fairbanks, and Marino C Alvarez 7 I ; Preparing for and Taking Tests 294 David M. nrk and Rona E Flippo Author Index 339 Subject Index 346 6 iv Foreword There are two w? is to deal with students who show up for college without the requisiteskillPto benefit fully from their instruction. The first is to ignore their problems and teach them with the attitude that they're on their own: "If they can't make it in my class, that's just too bad!" This attitude prevails too often among college instructors; the results are high student dropout rates and wasted potential. The second option is to recognize the problem and deal with these students in con- structive ways: teach them the learning skills and strategies nec- essary to reap the full benefit of their college learning experiences. 'L'he authors and editors of this volume, of course, advo- cate the teaching of learning strategies at the college level. Fur- thermore, they support such instruction mong all college students. They have reviewed the evidence carefully in order to provide explicit and valid guidance on how to help college stu- dents improve their reading and study skills. Covering a range of °topics from the nature of vocabulary acquisition and instruction to strategies for taldng tests, these au- thors have written a book that is both scholarly and practical. They havein all respectsthoroughly reviewed the literature on their resp:f.ctive topics and have identified the strategies that work for the teachers and for the learners. If you want to know how to increase student-initiated questions in your classes, this is your book. If your students are overly anxious about tests, this is your book. If you need infor- mation about how to heip students take notes, or about whether notetaking is even necessary, this is also your book. If I had the power to do so,would place a copy of this book into the hands of every community college teacher; in- deed, into the hands of every teacher of college freshmen and sophomores. Rona Flippo, David Caverly, and their colleagues are to be commended. This book is excellent. Alden J. Moe Lehigh University vi Introduction T he field of reading and study strategy improvement at the college level is as old as college itself. However, with the expansion of college entollment after World War H and the rapid growth of junior and community colleges in the early 1960s, college reading and study strategy instruction has gained new attention. Today, reading and study strategy assistance can be found in medical schools, universities, community and junior colleges, and technical schools around the world. During the widespread growth of college reading and study strategy instructional progratns, we have learned a great deal. Until now, however, no one has made available a compre- hensive collection of knowledge about teaching and implement- ing reading and study strategy programs. This book provides a review of the theoretical, empirical, and instructional issues in the field of college reading and study strategies through a careful and systematic examination of the relevaizt literature. We had to make manv decisions as we developed this vol- ume. One decision was to limit opr scope to college reading and study strategy instruction. W1Ve many remedial and develop- mental college programs include components in adult basic edu- cation, English as a second language, writing, mathematics, and counseling, we chose not to discuss these related but sepamte areas. Another decision was what to call the programs we did include and the personnel teaching or directing them. These pro- grams have a variety of labels, including college reading and study skills, college reading improvement, learning strategies, special studies, developmental or remedial instruction, basic skills instruction, and compensatory education. Personnel in this field are collectively called reading specialists, reading practition- ers, or learning specialists; they can be college readbg program directors, administrators, staff instructors, professors, teachers, or counselors. We chose not to force conformity on our authors, since all these labels and titles are used in the field. We let the authors of each chapter decide on the labels that seemed to fit besc with their orientation and experience. A third decision was the organization of the chapters. We sought C mprehen:Aveness and some organizational conformity. We asked the authors to approach their chapters in a way that seemed appropriate