The Status of Study Strategy Instruction: Implications for Classroom Teachers.

Abstract

Two recent studies show clearly where the problem lies. In one by Tierney, LaZansky, and Schallert (1982), 10th graders in Texas and Illinois in social studies and biology classes were asked to complete an extensive survey of their text difficulties and study habits. The data showed that these sophomores had a restricted range of strategies for learning from text and an even more naive concept of how to plan tasks or evaluate accomplishments. A study of 395 college freshmen at a Midwestern university used a selfreport survey that included probes concerning student strategies in learning from lectures and preparing for examinations (Simpson, 1983). The data suggested that college students (a) had a restricted range of study strategies; (b) could rarely explain why a strategy was important to their own learning process; (c) had one study strategy for most learning tasks regardless of the content area; and (d) had little idea how to know or check when they were ready for a test. Although this recent research has illustrated that students do lack mature

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