Database Resources Bibliography by Subject Area

Overviews & General Strategies
Assessment
Attribution and Monitoring
Group & Cooperative Learning
Information Processing*
Memory
Metacognition
Motivation
Note taking / Class Participation
Organization
Problem Solving
Reading Comprehension
Testing
Time Management
Writing and Proofing
Content Areas
*(Information Processing includes attention, rehearsal, encoding, retrieval)

References in this section examine the learning process, discuss study skills and the learning strategies approach, and discuss a variety of learning strategies. Most references are relevant to both students and educators, though some specifically target service providers. Many of the references and strategies are intended for adolescent and adult learners.

• Alley, G. & Deshler, D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver, CO: Love.
• Bragstad, B.J. & Stumpf, S.M. (1987). A guidebook for teaching study skills and motivation (2nd ed). Boston, MA: Allyn and Bacon.
• Cook, D.M. (1989). Strategic learning in the content areas. Madison, WI: Wisconsin Department of Public Instruction.
• Cross, K.P. (1983). Dealing with diversity: The challenge of teaching today. Change, 52, 20-23.
• Davey, B. (1985). Helping think beyond print through self-questioning. Middle School Journal, 11, 38-41.
• Deshler, D. & Schumaker, J.B. (1988). An instructional model for teaching students how to learn. In Graden, et al. (Ed.), Alternative educational delivery systems: Enhancing instructional options for all students, 391-411. Washington, DC: National Association of School Psychologists.
• Developmental Learning Materials. (1983). Learning how to learn: Teaching strategies for listening skills. Allen, TX: Publisher?.
• Developmental Learning Materials. (1983). Learning how to learn: Teaching strategies for thinking skills. Allen, TX: Publisher?.
• Devine, T.G. (1987). Teaching study skills: A guide for teachers (2nd ed.). Boston, MA: Allyn and Bacon.
• Ellis, D.B. (1994). Becoming a master student: Tools, techniques, hints, ideas, illustrations, examples, methods, procedures, processes, skills, resources, and suggestions for success (7th ed.). Rapid City, SD: College Survival.
• Ellis, E.S., Deschler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1989). An instructional model for teaching learning strategies. Unpublished manuscript presented to PLUS Program, Muskingum College, New Concord, Ohio, April, 1990.
• Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
• Harris, K. & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392-404.
• Hettich, P. (1992). Learning skills for college. Pacific Grove, CA: Brooks Cale.
• King (1990). title? imprint?
• Kline, F., Deshler, D., & Schumaker, J. (1992). Implementing learning strategy instruction in class settings: A research perspective. Promoting Academic Competence and Literacy in Schools, 361-365. San Diego, CA: Academic Press.
• Letter, C. (1985). Teaching students how to learn. Theory Into Practice, 24, 112-122.
• Levin, J. (1986). Four cognitive principles of learning-strategy instruction. Educational Psychologist, 21, 3-17.
• Lunenfeld, M. & Lunenfeld, P.B. (1992). College basics: How to start out right and finish strong (2nd ed.). City?: Semester Press.
• Lenz, B.K. & Bulgren, J. (1989). Promoting learning in the content areas. Unpublished manuscript, University of Kansas, Institute for Research in Learning Disabilities, Lawrence, KS.
• Michalko, M. (1991). Thinkertoys: A handbook of business creativity for the 90's. Berkeley, CA: Ten Speed Press.
• Muskingum Area Technical College Newsletter. (September 14, 1994). Zanesville, OH: Muskingum Area Technical College.
• Ohio Department of Education. (1986). Study skills: A resource book. Columbus, OH: Ohio Department of Education.
• Palinscar & Brown (1984). title? imprint?
• Palmer, P. (1990). Good teaching: A matter of living the mystery. Change, volume?, 11-16.
• Pauk, W. (1989). How to study in college (4th ed.). Boston, MA: Houghton Mifflin.
• Pauk, W. (1990). Learning Skills: Study skills for academic success. Clearwater, FL: Reston-Stuart.
• Pestel, B.C. (1988). Some practical distinctions between preaching, teaching, and training. Journal of Science College Teaching, volume?, 26-31.
• Pressley, M. & Levin, J. (1987). Elaborative learning strategies for the inefficient learner. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neurophysical aspects of learning disabilities, Volume 2, 175-212. Hillsdale, NJ: Erlbaum.
• Pressley, M., et al. (1990). Cognitive strategy instruction that really improves children's academic performance. imprint?.
• Project STILE. (1979). Learning how to learn. Unpublished manuscript.
• Robinson, F.P. (1970). Effective study (4th ed.). New York: Harper & Row Publishers.
• Starling, R. (1987). Professor as student: The view from the other side. College Teaching, volume?, 3-7.
• Stoner, J. (1990). Paper title?. Paper presented at 1990 Ohio Learning Disabilities Conference, Toledo, Ohio, October 18-20.
• Study and Reference: Mechanics of Note Taking, author?, year?.
• Walter, T.L. (1993). Student success: How to succeed in college and still have time for your friends (6th ed.). Ft. Worth, TX: Harcourt Brace Jovanovich College Publications.
• Webb (1989). title? imprint?
• Wissman, D. & Sloan, L. (1994). Active learning and classroom assessment strategies for an outcome based curriculum. Washington, DC: 1994 AAHE Assessment and Quality Conference.
• Wong, B.Y.L. (1992). On cognitive process-based instruction: An introduction. Journal of Learning Disabilities, 25, 150-152, 172.

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Assessment strategies allow educators and students to evaluate an individual's preferred learning style, learning strengths and weaknesses, preferred information processing channel, and strategies use.
 
 

• Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
• Baker, E. (1994). Making performance work: The road ahead. Educational Leadership, 51, 58-62.
• Banks, T. (1994). Students fly high with creative alternative assessment. Middle School Journal, 25, 58-59.
• Bracy, G. (1993). Testing with tests. The School Administrator, 50, 8-11.
• Brown, J. & Shavelson, R. (1994). New ways to measure what students know and can do. Instructor, 103, 58-61.
• Cheek, D. (1993). Plain talk about alternative assessment. Middle School Journal, 25, 6-10.
• Cizek, G. (1993). Alternative assessments: Yes, but why? Educational Horizons, 72, 36-40.
• Cross, L. & Hynes, M. (1994). Assessing mathematics learning for students with learning differences, Arithmetic Teacher, 41, 371-377.
• Guskey, T. (1994). What you assess may not be what you get. Educational Leadership, 51, 51-54.
• Hughes, S. (1993). What is alternative / authentic assessment and how does it impact special education? Educational Horizons, 72, 28-35.
• Jamentz, K. (1994). Making sure that assessment improves performance. Educational Leadership, 51, 55-57.
• Lines, C. (1994). Authentic assessment at the middle level. Middle School Journal, 25, 39-41.
• Marzano, R. (1994). Lessons from the field about outcome-based performance assessments. Educational Leadership, 51, 44-50.
• Monson, M. & Monson, R. (1993). Exploring alternatives in student assessment: Shifting the focus to student learning in the middle school. Middle School Journal, 25, 46-50.
• Moon, D. (1993). Connection learning and teaching through assessment. Arithmetic Teacher, 41, 13-15.
• Pate, P., Homestead, E., & McGinnis, K. (1993). Designing rubrics for authentic assessment. Middle School Journal, 25, 25-27.
• Payne and Associates. (year?). Words that describe you. imprint?.
• Shriner, J., Ysseldyke, J., Thurlow, M., & Honetschlager, D. (1994). "All" means "all" - including students with disabilities. Educational Leadership, 51, 38-42.

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Attribution and monitoring references deal with student responsibility and tracking student achievement.
 
 

• Berndt, T. & Heller, K. (1985). Measuring children's personality attributions: Responses to open-ended questions versus trait ratings and predictions of future behavior. In S.R. Yussen (Ed.), The growth of reflection in children, 37-60. San Diego, CA: Academic Press.
• Borkowski, J.G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated strategy use: Interdependence of metacognition, attributions, and self-esteem. In B.F. Jones (Ed.), Dimensions of thinking: Review of research. imprint?
• Coady, S. (1983). Student irresponsibility: We helped cause it. The Chronicle of Higher Education, volume?, 48.
• Fennema, E. (1985). Attribution theory and achievement in mathematics. In S.R. Yussen (Ed.), The growth of reflection in children, 245-265. San Diego, CA: Academic Press.
• Johnson, D. (1981). Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept. Journal of Educational Psychology, 73, 174-180.
• McCombs, B.L. & Marzano, R.J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
• Sawyer, R., Grahan, S., & Harris, K. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352.
• Van Voorhis, J. (1994). goal chart: Model for setting goals related to studying. Department of Education, Muskingum College, New Concord, Ohio.

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References on rules, strategies, and target tasks of groups are listed in this section. Additional group learning references are listed in the Reading Comprehension section of this page.
 
 

• Avery, C.W. & Avery, B.F. (1994). Merging reading and cooperative strategies through graphic organizers. Journal of Reading, 37, 689-690.
• Billson, J. (1986). The college classroom as a small group: Some implications for teaching and learning. Teaching and Sociology, volume?, 143-151.
• Clarke, J.H. (1988). Designing discussions as group inquiry. College Teaching, volume?, 140-143.
• Cooper, J. (1990). Cooperative learning and college teaching: Tips from the trenches. The Teaching Professor, volume, 1-2.
• Ewens, W. (1985-1986). Teaching using discussion. The Organizational Behavior Teaching Review, volume, 77-80.
• Frederick, P. (1981). The dreaded discussion: Ten ways to start. Improving College and University Teaching, volume?, 109-114.
• Frederick, P. (1986). The lively lecture -- 8 variations. College Teaching, volume?, 43-50.
• Goodsell, A., Maher, M. & Tinto, V. (1992). Collaborative learning: A sourcebook for higher education. Philadelphia, PA: National Center on Teaching, Learning, and Assessment.
• Hyman, R.T. (1982). Questioning in the college classroom. Idea paper no. 7, Center for Faculty Evaluation and Development. City: Kansas State University.
• Kogut, L.S. (1984). Quality circles: A Japanese management technique for the classroom. Improving College and University Teaching, volume?, 123-127.
• Kohn, A. (1986). No contest: The case against competition. Boston, MA: Houghton Mifflin.
• Lie, A. (1993). Paired storytelling: An integrated approach for EFL students. Journal of Reading, 36, 656-658.
• Lyons, P.R. (1989). Assessing classroom participation. College Teaching, volume?, 36-38.
• Mickel, V.L. (1993). Using cooperative learning in teaching content reading. Journal of Reading, 36, 659-660.
• Patterson, M., Dansereau, D., & Newbern, D. (1992). Effects of communication aids and strategies on cooperative teaching. Journal of Educational Psychology, 84, 453-461.
• Ruddiman, J. (1993). The vocab game: Empowering students through word awareness. Journal of Reading, 36, 400-401.
• Scholtes, P.R. (1988). The team handbook: How to use teams to improve quality. Madison, WI: Joiner.
• Slavin, R.E. (1989). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.
• Welty, W.M. (1989). Discussion method teaching: How to make it work. Change Magazine, volume?, 41-49.
• Whipple, W.R. (1987). Collaborative learning: Recognizing it when we see it. AAHE Bulletin, volume?, 3-5.

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References in this section deal with one or several aspects of information processing: attention and concentration, rehearsal, encoding, and retrieval. Related references are located in the Memory section of this page.
 
 

• Developmental Learning Materials. (1983). Learning how to learn: Teaching strategies for listening skills. Allen, TX: Publisher?.
• Developmental Learning Materials. (1983). Learning how to learn: Teaching strategies for thinking skills. Allen, TX: Publisher?.
• Gentile, J.R. (1987). Recent retention research: What educators should know. The High School Journal, 70, 77-86.
• Hall, J.W. (1988). On the utility of the keyword mnemonic for vocabulary learning. Journal of Educational Psychology, 80, 554-562.
• Herrmann, D., Raybeck, D., & Gutman, D. (1993). Improving student memory. Seattle, WA: Hogrefe and Huber Publishers.
• Lambiotte, J. & Dansereau, D. (1992). Effects of knowledge maps and prior knowledge on recall of science lecture content. Journal of Experimental Education, 60, 189-201.
• Mastropieri, M. (1988). Using the keyword method. Teaching Exceptional Children, W88, 4-8.
• Mastropieri, M. & Scruggs, T. (1989). Reconstructive elaboration: Strategies for adapting content area information. Academic Therapy, 24, 391-406.
• McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36, 260-269.
• Memory, D.M. & Yoder, C.Y. (1988). Improving concentration in content classrooms. Journal of Reading, 31, 426-435.
• Novak, J. (1991). Clarify with concept maps. The Science Teacher, October 1991, 45-49.
• Patterson, M., Dansereau, D., & Newbern, D. (1992). Effects of communication aids and strategies on cooperative teaching. Journal of Educational Psychology, 84, 453-461.
• Pressley, M., El-Dinary, P., & Brown, R. (1992). Skilled and not-so-skilled reading: Good information processing and not-so-good information processing. In M. Pressley (Ed.), Promoting Academic Competency and Literacy in School, pages. San Diego, CA: Academic Press.
• Scruggs, T., Mastropieri, M., Levin, J., McLoone, B., Gaffney, J., & Prater, M.A. (1985). Increasing content-area learning: A comparison of mnemonic and visual-spatial direct instruction. Learning Disabilities Research, 1, 18-31.
• Zeitz, C. & Spoehr, K. (1989). Knowledge organization and the acquisition of procedural expertise. Applied Cognitive Psychology, 3, 313-336.

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Memory references discuss the physiological basis of memory, types of memory, and strategies for improving memory on a variety of academic and social tasks. Additional references of interest are located in the Information Processing section of this page.
 
 

• Bellezza, F.S. (1982). Improve your memory skills. Englewood Cliffs, NJ: Prentice Hall.
• Ebbinghaus, H. (1913). Memory: A contribution to experimental psychology. New York: Teachers College, Columbia University Press.
• GOAL/QPC. (1992). The memory jogger for education. imprint?
• Hall, J.W. (1988). On the utility of the keyword mnemonic for vocabulary learning. Journal of Educational Psychology, 80, 554-562.
• Harris, K., Graham, S., & Freeman, S. (1988). Effects of strategy training on metamemory among learning disabled students. Exceptional Children, 54, 332-338.
• Herrmann, D., Raybeck, D., & Gutman, D. (1993). Improving student memory. Seattle, WA: Hogrefe and Huber Publishers.
• Pressley, M., Johnson, C., Symons, S., McGoldrick, J., & Kureta, J. (1989). Strategies that improve children's memory and comprehension of text. Elementary School Journal, 90, 3-32.
• Spitzer, H.F. (1939). Studies in retention. Journal of Educational Psychology, 30, 641-656.
• Scruggs, T., Mastropieri, M., Levin, J., McLoone, B., Gaffney, J., & Prater, M.A. (1985). Increasing content-area learning: A comparison of mnemonic and visual-spatial direct instruction. Learning Disabilities Research, 1, 18-31.
• Young, M.N. & Gibson, W.B. (1976). How to develop an exceptional memory. Hollywood, CA: Wilshire Books.

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Metacognition references deal with intentionally evaluating how one thinks.
 
 

• Bonds, C.W., Bonds, L.G., & Peach, W. (1992). Metacognition: Developing independence in learning. The Clearing House, 66, 56-59.
• Borkowski, J.G. (1985). Signs of intelligence: Strategy generalization and metacognition. In S.R. Yussen (Ed.), The growth of reflection in children, 105-144. San Diego, CA: Academic Press.
• Borkowski, J.G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated strategy use: Interdependence of metacognition, attributions, and self-esteem. In B.F. Jones (Ed.), Dimensions of thinking: Review of research, 53-92. Hillsdale, NJ: Erlbaum.
• Harris, K., Graham, S., & Freeman, S. (1988). Effects of strategy training on metamemory among learning disabled students. Exceptional Children, 54, 332-338.
• Meichenbaum, D., Burland, S., Gruson, L., & Cameron, R. (1985). Metacognitive assessment. In S.R. Yussen (Ed.), The growth of reflection in children, 3-30. San Diego, CA: Academic Press.
• Mosenthal, P. & Kirsch, I. (1993). Generate strategies: Coping without cues and clues. Journal of Reading, 36, 416-419.
• Palinscar, A. & Ransom, K. (1988). From the mystery spot to the thoughtful spot: The instruction of metacognitive strategies. The Reading Teacher, volume?, 784-789.
• Rabinowitz, M., Freeman, K., & Cohen, S. (1992). Use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology, 84, 211-218.
• Swanson, H.L. (1992). The relationship between metacognition and problem solving in gifted children. Roeper Review, volume?, 43-48.
• Tuckman, B. (1992). The effect of student planning and self-competence on self-motivated performance. Journal of Experimental Education, 60, 119-127.

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The article by Brophy provides a summary of motivation strategies to 1987. The remaining publications about motivation strategies are more current. Maslow's (1943) landmark work has proved to be an influential analysis of psychological motivations or drives.
 
 

• Bragstad, B.J. & Stumpf, S.M. (1987). A guidebook for teaching study skills and motivation (2nd ed). Boston, MA: Allyn and Bacon.
• Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, October, 40-48.
• Connel, J.P. & Wellborn, J.G. (1990). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. Gunnar & A. Sroufe (Eds.), Minnesota symposium on child psychology, 23, 43-77. Hillsdale, NJ: Erlbaum.
• Deci, E. & Ryan, R. (1991). A motivational approach to self: Integration in personality. In R. Diestbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation, 38, 237-288. Lincoln, NE: University of Nebraska Press.
• Hoxmeier, K. (1987). Motivating students and teachers. North Central Reading Association Meeting, University of Notre Dame, October 1987.
• Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
• Ryan, R. & Powelson, C. (1992). Autonomy and relatedness as fundamental to motivation and education. Journal of Experimental Education, 60, 49-66.
• Tuckman, B.W. (1992). The effect of student planning and self-competence on self-motivated performance. Journal of Experimental Education, 60, 119-127.
• Tuckman, B.W. (1991). Motivating college students: A model based on empirical evidence. Innovative Higher Education, 15, 167-176.
• Van Blerkom, D.L. The Role of Motivation in College Success Classes.Orientation to College Learning and College Study Skills. Belmont, CA: Wadsworth Publishing Company.

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Publications in this section examine both note taking and class participation strategies. Approaches for both educators and students are referenced.
 
 

• Berquist, W.H. & Phillips, S.R. (1975). Classroom structures which encourage student participation. A Handbook for Faculty Development, Volume 1, 118-121. Washington, DC: The Council for the Advancement of Small Colleges.
• Broadwell, M.M. (1989). It's so technical I have to lecture. Training, volume?, 41-44.
• Kiewra, K.A. (1991). Aids to lecture learning. Educational Psychologist, 26, 37-53.
• Kiewra, K.A., DuBois, N., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240-245.
• King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29, 303-323.
• Peper, R. & Mayer, R. (1978). Note taking as a generative activity. Journal of Psychology, 70, 514-522.
• Peper, R. & Mayer, R. (1986). Generative effects of note-taking during science lectures. Journal of Psychology, 78, 34-38.
• Pugh, E. (1970). A dictionary of acronyms and abbreviations: Some abbreviations in management, technology, and information science (2nd ed.). Hamden, CT: Archon Books.
• Pugh, E. (1987). Pugh's dictionary of acronyms and abbreviations: Some abbreviations in management, technology, and information science (5th ed.). Chicago: American Library Association.

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References in this section apply strategies for organizing information to a variety of academic tasks, such as reading comprehension and note taking. Most of the articles deal with graphic organizers.
 
 

• Avery, C.W. & Avery, B.F. (1994). Merging reading and cooperative strategies through graphic organizers. Journal of Reading, 37, 689-690.
• Jones, B.F., Pierce, J., & Hunter, B. (1989). Teaching students to construct graphic representations. Educational Leadership, 46, 20-25.
• Lambiotte, J. & Dansereau, D. (1992). Effects of knowledge maps and prior knowledge on recall of science lecture content. Journal of Experimental Education, 60, 189-201.
• Mengel, G. E. (1992). The homework organizer. Holyoke, MA: Get Organized.
• Mikulecky, L., Clark, E., & Adams, S. (1989). Teaching concept mapping and university level study strategies using computers. Journal of Reading, volume?, 694-702.
• Naughton, V.M. (1993-1994). Creative mapping for content reading. Journal of Reading, 37, 324-326.
• Novak, J. (1991). Clarify with concept maps. The Science Teacher, October 1991, 45-49.
• Walker, J. (1989). Getting them started: Some strategies for the teaching of reading in science. School Science and Mathematics, 89, 130-135.
• Wolfe, R. & Lopez, A. (1993). Structured overviews for teaching science concepts and terms, Journal of Reading, 36, 315-317.
• Zeitz, C. & Spoehr, K. (1989). Knowledge organization and the acquisition of procedural expertise. Applied Cognitive Psychology, 3, 313-336.

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Problem-solving skills, critical thinking, and questioning are topics of the references listed below. Additional references related to problem solving are listed in the Math section of this page.
 
 

• Davey, B. (1985). Helping think beyond print through self-questioning. Middle School Journal, 11, 38-41.
• Lipman, M. (1987). Critical thinking-what can it be? Educational Leadership, volume, 38-43.
• Loomer, B.M., Kuhn, J.N., & Turner, B.A. (1977). The problem method. Iowa City, IA: The University of Iowa.
• Swanson, H.L. (1992). The relationship between metacognition and problem solving in gifted children. Roeper Review, volume?, 43-48.
• Van Voorhis, J. (1994). Questioning. Department of Education, Muskingum College, New Concord, Ohio.

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Listed below are references dealing with various aspects of reading comprehension: vocabulary, organization, and attitudes and motivation. Applications of reading strategies in certain content areas, like science and history, are outlined in some of the publications.
 
 

• Avery, C.W. & Avery, B.F. (1994). Merging reading and cooperative strategies through graphic organizers. Journal of Reading, 37, 689-690.
• Bereiter, C. & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.
• Bergman, J. & Schuder, T. (1992). Teaching at-risk students to read strategically. Educational Leadership, 50, 19-23.
• Cook, L. & Mayer, R. (1988). Teaching readers about the structure of scientific text. Journal of Educational Psychology, 80, 448-456.
• Davey, B. (1985). Helping think beyond print through self-questioning. Middle School Journal, 11, 38-41.
• Davey, B. (1983). Think aloud - modeling the cognitive processes of reading comprehension. Journal of Reading, 10. 44-47.
• Deschler, D.D. (year?). Dissect strategy. imprint?
• Dulin, K. (year?). Do's and don'ts of teaching vocabulary. Book title?. Madison, WI: University of Wisconsin.
• Eanet, M.G. & Manzo, A.V. (1976). REAP - A strategy for improving reading/writing/study skills. Journal of Reading, 19, 647-652.
• Harder, A. (1989). Attitudes toward reading science textbooks. American Biology Teacher, 34, 89-93.
• Hennings, D. (1993). On knowing and reading history. Journal of Reading, 36, 362-370.
• Hollingsworth, P.M. & Reutzel, D.R. (1993). GRIP: An effective strategy for teaching inferential comprehension. Journal of Reading, 37, 683-684.
• Hulme, L.D. (1993). Gleaning. Journal of Reading, 36, 403-404.
• Karlin, R. (1984). Teaching reading in high school: Improving reading in the content areas. New York: Harper and Row.
• Lie, A. (1993). Paired storytelling: An integrated approach for EFL students. Journal of Reading, 36, 656-658.
• McCormick, S. & Cooper, J.O. (1991). Can SQ3R facilitate secondary learning disabled students' literal comprehension of expository text? Three experiments. Reading Psychology, 12, 239-271.
• Mickel, V.L. (1993). Using cooperative learning in teaching content reading. Journal of Reading, 36, 659-660.
• Naughton, V.M. (1993-1994). Creative mapping for content reading. Journal of Reading, 37, 324-326.
• Neal, J.C. & Langer, M.A. (1992). A framework for teaching options for content area instruction: Mediated instruction of text. Journal of Reading, 36, 227-230.
• Ogle, D. (year?). KWL strategy. imprint?.
• Poindexter, C. (1994). Guessed meanings. Journal of Reading, 37, 420-421.
• Pressley, M., El-Dinary, P., & Brown, R. (1992). Skilled and not-so-skilled reading: Good information processing and not-so-good information processing. In M. Pressley (Ed.), Promoting Academic Competency and Literacy in School, pages. San Diego, CA: Academic Press.
• Pressley, M., Johnson, C., Symons, S., McGoldrick, J., & Kureta, J. (1989). Strategies that improve children's memory and comprehension of text. Elementary School Journal, 90, 3-32.
• Pressley, M., Schuder, T., Bergman, J., & El-Dinary, P. (1992). A researcher-educator collaborative interview study of transactional comprehension strategies instruction. Journal of Educational Psychology, 84, 231-246.
• Roe, B., Stoodt, B., & Burns, P. (1987). Secondary school reading instruction: The content areas. Boston, MA: Houghton Mifflin.
• Ruddiman, J. (1993). The vocab game: Empowering students through word awareness. Journal of Reading, 36, 400-401.
• Sawyer, J.M. (1994). Using media knowledge to enhance the literary schema of literally impoverished students. Journal of Reading, 37, 683-684.
• Sawyer, R., Graham, S., & Harris, K. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352.
• Schauer, D.K. & Beyersdorfer, J.M. (1992). Building active readers through debate. Journal of Reading, 36, 57-58.
• Schumaker, J.B., Denton, P.H., & Deshler, D.D. (1984). RAP strategy. imprint?.
• Schumaker, J.B., Deshler, D.D., Alley, Warner, & Denion, P.H. (year?). Multipass strategy. imprint?.
• Singer, H. (1978). Active comprehension: From answering to asking questions. The Reading Teacher, 31, 904.
• Stephens, E.C. & Brown, J.E. (1994). Discussion continuum. Journal of Reading, 37, 680-681.
• Strode, S.L. (1993). An adaptation of REAP for the developmental reader. Journal of Reading, 36, 568-569.
• Twining, J.E. (1985). Reading and thinking: A process approach. New York: Holt, Rinehart, & Winston.
• Walker, J. (1989). Getting them started: Some strategies for the teaching of reading in science. School Science and Mathematics, 89, 130-135.
• Wittrock, M.C., Marks, C., & Doctorow, M. (1975). Reading as a generative process. Journal of Educational Psychology, 67, 481-489.

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These testing references deal with test anxiety, test preparation, and test taking.
 
 

• Davis, M., Eshelman, E.R., & McKay, M. (1988). The relaxation and stress reduction workbook (3rd ed.). Oakland, CA: New Harbinger Publications.
• Kay, G. (1992). A thinking twist on the multiple choice question. Journal of Reading, 36, 56-57.
• Kerry, (1982). title? imprint?
• Kesselman-Turkel, J. & Peterson, F. (1981). Test-taking strategies. Chicago: Contemporary Books, Inc.
• SCI Noble Counseling Center. How vulnerable are you to stress. Copy of test developed by L.H. Miller and A.D. Smith at Boston University Medical Center.

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Time management references consider strategies for efficiently scheduling activities and provide tips for avoiding procrastination.
 
 

• Britton, B.K. & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83, 405-410.
• Fry, R. (1991). Manage your time. Hawthorne, NJ: The Career Press.

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The steps in the writing process, organization, writing activities, and proofreading approaches are discussed in the following references. Some publications are written for educators and others are for students.
 
 

• Axelrod, R.B. & Cooper, C.D. (1991). The St. Martin's guide to writing. New York: St. Martin's Press.
• Dwyer, E.J. (1992). Using a journalism model for teaching essay writing. Journal of Reading, 36, 226-227.
• Eanet, M.G. & Manzo, A.V. (1976). REAP - A strategy for improving reading/writing/study skills. Journal of Reading, 19, 647-652.
• Englert, C.S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25, 153-172.
• Gallo, & Rink, (1985). title? imprint?
• Garrison, (1981). How a writer works. imprint?.
• Gauthier, L.R. (1992). A strategy to increase punctuation awareness. Journal of Reading, 36, 401-402.
• Hacker, D. (1993). A pocket style manual. Boston: Bedford Books of St. Martin's Press.
• Harris, K. & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley (Ed.), Promoting Academic Competency and Literacy in School, pages?. San Diego, CA: Academic Press.
• Hopper, J. (1992). Self-evaluation check sheet for student use: Proofreading. Writing Resource Center, Ohio Wesleyan University, Delaware, Ohio.
• Kneeshaw, S. (1992). KISSing in the history classroom: Simple writing activities that work. The Social Studies, 83, 176-179.
• Madraso, J. (1993). Proofreading: The skill we've neglected to teach. English Journal, F93, 32-41.
• Morris-Friehe, M. & Leuenberger, J. (1992). Direct and indirect measures of writing for non-learning disabled and learning disabled college students. Reading and Writing: An Interdisciplinary Journal, 4, 281-296.
• Moss, A. & Holder, C. (1988). Improving student writing: A guidebook for faculty in all disciplines. Pomona, CA: California State Polytechnic University.
• Sawyer, R., Grahan, S., & Harris, K. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352.
• Schumaker, J.B. (year?). The theme writing strategy. Lawrence, KS: The Institute for Research in Learning Disabilities.
• Schumaker, J.B. (1985). The paraphrasing strategy (2nd printing, revised). Lawrence, KS: University of Kansas.
• Solley, B. & Payne, B. (19xx). The use of self-talk to enhance children's writing. Journal of Instructional Psychology, 19, 205-213.
• Speaker, R. & Grubaugh, S. (1992). The development of memory for writing: Examining the CLOZE performance and meaning changes at four grade levels. Reading Research and Instruction, 31, 64-73.
• Stoddard, B. & MacArthur, C. (1993). A peer editor strategy: Guiding learning disabled students in response and revision. Research in the Teaching of English, 27, 76-103.
• Stoner, J. (1990). Clip-strip. Paper presented at 1990 Ohio Learning Disabilities Conference, Toledo, Ohio, October 18-20.
• Turabian, K.L. (1973). A manual for writers of term papers, theses and dissertations. Chicago: University of Chicago Press.

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• Allen, J.S. (1992). Educating performers. The Key Reporter, volume?, 8.
• Brockett, O. G. (1996). The essential theatre (6th ed.). Fort Worth: Harcourt Brace College Publishers.
• Demorest, S.M. (1992). Information integration theory: An approach to the study of cognitive development in music. The Journal of Research in Music Education, 40, 126-138.
• Eckert, M. (1986). Mnemonics for some altered chords. journal?, volume?, 23.
• Foster, G. (1992). Surviving memory lapses. Clavier, volume?, 43.
• Hennings, D. (1993). On knowing and reading history. Journal of Reading, 36, 362-370.
• Kneeshaw, S. (1992). KISSing in the history classroom: Simple writing activities that work. The Social Studies, 83, 176-179.
• Ollmann, H.E. (1992). Two-column response to literature. Journal of Reading, 36, 58-59.
• Peterson, L. & Pignotti, J. (1993). Building background for English lit class. Journal of Reading, volume?, pages?.
• Roe, B., Stoodt, B., & Burns, P. (1987). Secondary school reading instruction: The content areas. Boston, MA: Houghton Mifflin.
• Ross, R.S. (1995). Speech communication: The speechmaking process (10th ed.). Boston: Allyn and Bacon.
• Sawyer, J.M. (1994). Using media knowledge to enhance the literary schema of literally impoverished students. Journal of Reading, 37, 683-684.
• Van Voorhis, J. Story map. Department of Education, Muskingum College, New Concord, Ohio.
• Van Voorhis, J. Story star. Department of Education, Muskingum College, New Concord, Ohio.

• Brochtrup, M. & Kelley, C. (1993). Strategies in math for college students. Alert: Journal of Association on Higher Education and Disability, 16, 3-5.
• Cross, L. & Hynes, M. (1994). Assessing mathematics learning for students with learning differences, Arithmetic Teacher, 41, 371-377.
• Fairbairn, D.M. (1987). Sharing teaching ideas: A view of mathematics through a camera lens. Mathematics Teacher, 80, 544.
• Fennema, E. (1985). Attribution theory and achievement in mathematics. In S.R. Yussen (Ed.), The Growth of Reflection in Children, pp. 245-265. San Diego, CA: Academic Press.
• Fulkerson, P. (1992). Getting the most from a problem. Arithmetic Teacher, 39, 178-179.
• Hong, E.S. & O'Neil, H. (1992). Instructional strategies to help learners build relevant mental models in inferential statistics. Journal of Educational Psychology, 84, 150-159.
• Hudspeth, M.C. & Hirsch, L.R. (year?). Studying mathematics. imprint?.
• Kogelman, & Warren, (year?). Mind over math. imprint?.
• Margenau, & Sentlowitz, (year?). How to study mathematics. imprint?.
• Matz, K.A. & Leier, C. (1992). Word problems and the language connection. Arithmetic Teacher, 39, 14-17.
• Thornton, C.A. (1991). Think, tell, share - Success for students. Arithmetic Teacher, 38, 22-23.
• Vetter, R.K. (year?). The learning connection: Talk-throughs. Arithmetic Teacher, volume?, 168.
• Welchman-Tischler, R. (1992). Making mathematical connections. Arithmetic Teacher, 39, 12-17.

• Baron, R.A., Byrne, D., & Kantowitz, B.H. (1977). Psychology: Understanding behavior. Philadelphia, PA: W. B. Saunders Company.
• Bennett, C.E. (1985). Physics problems and how to solve them (3rd ed.). New York: Barnes and Noble.
• Cook, L. & Mayer, R. (1988). Teaching readers about the structure of scientific text. Journal of Educational Psychology, 80, 448-456.
• Drewes, F. (1992) How to study science. imprint?.
• Harder, A. (1989). Attitudes toward reading science textbooks. American Biology Teacher, 34, 89-93.
• Henslin, J. M. (1995). Sociology: A down-to-earth approach. (2nd ed.). Boston: Allyn and Bacon.
• Kuyper, B.J. (1991). Checklist for critiquing a research article. BioScience, 41, 249.
• Lambiotte, J. & Dansereau, D. (1992). Effects of knowledge maps and prior knowledge on recall of science lecture content. Journal of Experimental Education, 60, 189-201.
• Lehrman, R.L. (1984). Physics the easy way. Hauppauge, NY: Barron's Educational Series.
• Mikulecky, L., Clark, E., & Adams, S. (1989). Teaching concept mapping and university level study strategies using computers. Journal of Reading, volume, 694-702.
• Novak, J. (1991). Clarify with concept maps. The Science Teacher, October 1991, 45-49.
• Peper, R. & Mayer, R. (1986). Generative effects of note-taking during science lectures. Journal of Psychology, 78, 34-38.
• Pestel, B.C. (1988). Some practical distinctions between preaching, teaching, and training. Journal of Science College Teaching, volume, 26-31.
• Walker, J. (1989). Getting them started: Some strategies for the teaching of reading in science. School Science and Mathematics, 89, 130-135.
• Wolfe, R. & Lopez, A. (1993). Structured overviews for teaching science concepts and terms, Journal of Reading, 36, 315-317.

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