Study_Skills

STUDY SKILLS FOR THE MIDDLE SCHOOL STUDENTS:
A BIBLIOGRAPHY

I have searched the ERIC database on the topic of STUDY SKILLS FOR MIDDLE SCHOOL students. The bibliographical entries consist of a citation and the corresponding abstract. Entries are arranged chronologically with the most current paper displayed first.

EJ472369 CS746380

Helping Middle School Learners Succeed with Reading Assignments: A Focus on Time Planning. Davey, Beth. Journal of Reading; v37 n3 p170-73 Nov 1993

Discusses why time planning is important for middle school readers. Outlines the steps in effective time planning. Describes how to help students apply time planning techniques. Presents evidence of the effectiveness of this planning program. (SR)

EJ468722 EA528458

Improving the Study Skills of Middle School Students. Rafoth, Mary Ann; Leal, LindaMiddle School Journal; v25 n1 p51-54 Sep 1993

Memory and study skill instruction can powerfully affect middle school students' classroom performance. Students should be taught to improve their study skills by increasing their knowledge about memory, their awareness of their own memory processes, and their use of effective memory strategies. At the middle level, concrete demonstrations, pictures, and visual supports are quite helpful. (34 references) (MLH)

EJ439178 CS743185

Can Middle School Students Summarize? Maxworthy, Andrea Giese; Barry, Arlene. Reading Horizons; v32 n3 p191-98 Feb 1992

Investigates the ability of middle school readers to summarize and learn from text. Finds that students exhibit difficulty in stating an unstated topic sentence and in ascertaining the most important information in the text. Makes five recommendations for improving the teaching of the summarization technique. (PRA)

EJ298014 EA517525

Study Skills--A Must at the Middle School Level. Bowers, Janice L.; Farr, Karen S. NASSP Bulletin; v68 n471 p121-23 Apr 1984

Describes a comprehensive study skills program used in a Kansas middle school, noting the skills and teaching techniques emphasized at each grade level. (JW)

EJ212259 CS715381

Ability to Use a Book: Further Studies of Middle School Children. Neville, Mary H.; Pugh, A. K. Reading; v11 n3 p13-22 Dec 1977

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

STUDY SKILLS: A Bibliography

compiled By Zorana Ercegovac

ED387267 PS023639

A Community-Based Volunteer After-School Activity Program Created for Middle School Students. Greaser, Thomas C., Jr. 1995, 84p.; Practicum Report, Nova Southeastern University. EDRS Price - MF01/PC04 Plus Postage.

This practicum was designed to provide an after-school activity program to middle school students not engaged in interscholastic sports. Utilizing community volunteers, an enrichment-prevention program that featured 19 different activities in 2 class sessions per week over a 10-week period was developed and implemented. Activities included computers, investing, embroidery, study skills, science projects, Spanish, fashion, drama, aerobics, old-fashioned board games, chorus, jewelry making, quilting, dance, military history, and journalism. The activities utilized volunteer teachers, parents, high school students, and community members to provide instruction and support. Analysis of volunteer, student, and parent surveys indicated strong support for the activities and the continued existence of the program. (Six appendices include lists of possible activity offerings, a sample volunteer information form and survey, activity descriptions, and student and parent surveys. Contains 27 references.) (MDM)

ED385811 CG026402

A Prevention Program for Middle-School High Risk Youth. Gittman, Elizabeth; Cassata, Marian. Oct 1994, 11p.; Paper presented at the Annual Meeting of the Northeastern Educational Research Association (Ellenville, NY, October 26-28, 1994).

A 5-year federally funded substance abuse prevention program targeted 426 high risk middle-school youth from 4 school districts in Nassau County, New York. Combining a child-centered model with a systemic approach, the program's goal was to prevent or delay the onset of alcohol and other drug use. High-risk youth were identified by school counselors, administrators, and teachers based on indicators such as: discrepancy between ability and performance, excessive absence, and history of behavior problems. A cluster of 8 to 10 high risk grade seven students interacted daily with a teacher-mentor throughout their middle school experience. Program initiatives sought to: (1) increase skills of mentors in four middle schools; (2) increase parental involvement; (3) improve youths' self esteem, relationships, and drug, alcohol, and tobacco refusal skills; and (4) strengthen youths' study skills and academic achievement. A pretest-posttest comparison group evaluation found positive outcomes. The teacher-mentor component was the program's major strength. Future studies should focus greater emphasis on qualitative evaluation useful in documenting some of the real but elusive changes which were not captured by the quantitative data. (JBJ)

ED385347 PS023066

Focus on Study Habits at Home for Middle School Students: A Guide for Parents and Students To Increase Learning at Home. Georgiady, Nicholas P.; Romano, Louis G. Michigan Association of Middle School Educators, East Lansing. 1994, 15p.

ISBN: 0-918449-05-7. Available from: Michigan Association of Middle School Educators, Michigan State University, College of Education, 419 Erickson Hall, East Lansing, MI 48824-1034. Target Audience: Students; Parents

This booklet is designed to help middle school students and their parents analyze student study habits, plan a study schedule, organize a place to study, and actually study their subjects. Students and parents should analyze a typical day's activities to see how the student spends his or her time, using a chart to see how each hourly (or half-hourly) block of time is spent. A workable study schedule should then be prepared that allows time for all required activities and approximately 3 to 5 hours of study time per week for each subject. Parents and students should select a place for studying that is quiet, well-lit, and comfortable, with access to adequate supplies and reference materials. The actual studying process should be based on the "SQ3R" method: survey, question, read, recite, and review. Students should survey the material they wish to study, refer to chapter questions or headings to develop questions about the material, read the material thoroughly, recite important points as the material is read, and review the main points covered. (MDM)

ED385346 PS023065

Focus on Study Habits in School: A Guide for Teachers and Students To Increase Learning in the Middle School. Georgiady, Nicholas P.; Romano, Louis G. Michigan Association of Middle School Educators, East Lansing.1994. 16p.; Cover title is: Focus on Study Habits in School for Middle School Students.

ISBN: 0-918449-06-5. Available from: Michigan Association of Middle School Educators, Michigan State University, College of Education, 419 Erickson Hall, East Lansing, MI 48824-1034. Target Audience: Teachers; Students; Practitioners

This booklet is designed to help middle school students and their teachers analyze in-school study habits, providing 12 specific suggestions to help students succeed academically. Students need to understand the importance of: (1) school attendance; (2) good health; (3) paying attention in class; (4) effective note-taking skills; (5) picking a good seat in the classroom; (6) having the right materials for their assignments; (7) using the proper study skills for large group, small group, and individual learning situations; (8) listening and taking notes in class; (9) passing tests; (10) effective test taking strategies; (11) asking for help when they need it; and (12) teacher-student conferences and dialogue. A list of related resource materials is included. (Contains 11 references.) (MDM)

ED350733 EC301538

Integrating a Study Skills Program throughout Special Education Classes in a Middle School Setting. Lotz, Dianne M. V.1992 95p.; Ed.D. Practicum Report, Nova University. EDRS Price - MF01/PC04 Plus Postage.

This practicum was designed to integrate a study skills program throughout special education classes in a middle school. The major objectives were to develop a variety of instructional strategies to meet the students' needs in the area of study skills, to foster the teaching of study skills in each subject area by the special education teachers through direct instruction, and to provide specific segments of time for study skills awareness activities in each subject area of the students' core curriculum. The practicum project involved designing and administering a study skills self-assessment inventory to special education students and a staff needs assessment to special education teachers, and sharing with teachers activities that would enhance classroom study skill instruction. Informal meetings were held between the practicum implementor and special education teachers to offer assistance to teachers and to monitor weekly study skill objectives. Results revealed an increase in the amount of time spent in direct instruction of study skills in each of nine special education classrooms. Students' use of a unified assignment book resulted in a significant increase in the number of students completing long-term and short-term assignments both on time and as directed. Seventy percent of the teachers and 60 percent of the students deemed the practicum successful in teaching study skills that resulted in academic progress. Appendices contain a needs assessment survey for teachers, a study skills self-assessment inventory for students, a list of study skills, samples of teachers' lesson plans, and evaluation questionnaires. (Contains approximately 40 references.) (JDD)

ED289771 SO018411

Improving the Middle School Student's Attitude and Performance in History through Vocabulary Acquisition. Bates, Donald L. 1986 158p.; Ed.D. Practicum, Nova University.

This practicum addressed the problem of eighth-grade U.S. history students who did not acquire nor retain the necessary course core vocabulary. This lack of vocabulary acquisition resulted in reduced student performance, lack of understanding, and a poor attitude. The goals were: (1) to increase the student's U.S. history core vocabulary level; (2) to use the students improved vocabulary level to enhance their understanding of course content and concepts; and (3) to improve the student's general attitude toward U.S. history as a result of experiencing success in the classroom and on tests. In addressing these goals, a social studies vocabulary acquisition program was implemented based on the selection and blending of existing vocabulary acquisition techniques from four areas. These areas included games, discussions, context clues, and written exercises. All of the classes that participated in the program met the objectives of the practicum. Results indicated that a social studies vocabulary acquisition program improved the student's performance and attitude in history. (Author/SM)

ED268694 EA018467

Essential Skills in the Elementary and Middle School: Parental Priorities. Mandes, Carolyn P.; And Others 24 Feb 1986, 21p.; Paper presented at the Annual Meeting of the National Association of Laboratory Schools (Chicago, IL, February 1986). Target Audience: Researchers

This study undertook to identify parental perceptions of variables related to their child's education and to determine differences in perceptions of groups of parents categorized by grade level, race, and sex of the child. Survey questionnaires were distributed to parents of the students at Marvin Pittman Laboratory School, a K-8 school with 457 students. The instrument included items related to background variables, educational expectations rated on a Likert-type scale (from "extremely important" to "not important"), a ranking of curricular subjects in order of importance, preferences for homework time allotment and instructional grouping arrangements, and one open-ended item eliciting additional questions or comments. Results indicate that these parents place higher importance on classroom behavior, study skills, cooperation with adults, and problem-solving than on standardized tests, computer knowledge, leadership, or table manners. Highest ranking curriculum subjects were reading, arithmetic, grammar, and spelling, while lowest ranking subjects included French, industrial arts, home economics, and typing. Statistically significant differences were recorded between perceptions of parents categorized by grade level, race, and sex. Specific findings are presented in 13 tables, and the survey instrument is appended. (TE)

ED214122 CS006539

A Classroom Teacher's Guide to Reading Improvement in Middle School Social Studies. Revised Edition. Resource Monograph No. 17. Guttinger, Hellen I., Ed. Florida Univ., Gainesville. P. K. Yonge Lab. School. 1977 156p. Target Audience: Practitioners

The reading improvement activities in this handbook are intended for use by middle school social studies teachers. Focusing on study skills, vocabulary development, and comprehension development, the activities include (1) surveying social studies texts and content area reading materials, (2) outlining, (3) spelling, (4) syllabication, (5) word recognition, (6) using synonyms, (7) understanding the main idea of a text, (8) remembering details, (9) determining the sequence of events stated in a text, and (10) making inferences from texts. Many of the descriptions of these activities include samples of teacher planning sheets and master copies of student worksheets. The appendixes contain additional advice and materials that social studies teachers can use to develop their students' content area reading skills. These items include a dictionary of word parts, directions for constructing "magic slates" and electric quiz boards, a list of reading skills that are needed in social studies instruction, the Fry and the SMOG readability formulas and directions for their use, a five-part strategy for word attack, hints on accenting and syllabication,and suggestions for "selling" books in social studies classrooms. (RL)

ED141233 SO010107

Assessment of Social Studies Learning of California Seventh Grade Students: A Report to the California Legislature, as Required by Assembly. Concurrent Resolution No. 139. California State Board of Education, Sacramento.; California State Dept. of Education, Sacramento. 1976 78p.; Some parts may be marginally legible due to print quality of the original document

Available from: Sales Unit, Bureau of Publications, P.O. Box 271, Sacramento, California 95802 ($0.65 paper cover)

The aims of the report are threefold: (1) to assess the general level of social studies learning of seventh grade students in California public schools; (2) to provide a comparison of the general level of social studies learning to those of other curriculum areas; and (3) to provide a comparison of the relative level of social studies learning by students in urban, suburban, and rural areas. Two different test instruments were administered to a sample of seventh grade students in approximately 65 schools throughout California. The "Sequential Tests of Educational Progress" (STEP), a standardized test, was administered to assess the level of performance of California students in relation to students nationwide. Second, a new test, the "California Social Studies Test" (CSST), was developed to identify particular areas of strength and weakness in the social studies learning of California students. California students performed below the national average on STEP. The CSST revealed areas of strength including knowledge of government, identifying values and value conflicts, making inferences about cultural practices, and acceptance of others. Areas of weakness were knowledge of social science concepts, work-study skills, comprehension of social studies text, and knowledge of rights and responsibilities. Scores for students in suburban communities and medium-size cities were slightly higher than scores for students inurban and rural communities. (MK)

ED118937 CE006505

"Career Education" Junior High School Style: "Semester Course" for Seventh Grade. Alpine School District, American Fork, Utah. 1974 156p.; For related documents, see CE 006 506-507. Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Target Audience: Practitioners

The curriculum guide is a product of the Alpine School District (American Fork, Utah) program to integrate career education concepts into the curriculum of all junior high schools in the district. The guide offers teacher-developed materials designed to help seventh grade students become aware of the dignity of work and to explore the world of careers. The semester length guide contains lesson plans for the following units: (1) introduction and preparation for career education; (2) school and study habits (to be integrated with English classes); (3) learning about self and others (to be integrated with health classes); (4) introduction to the world of work; (5) self-analysis for career selection; (6) personal preparation for jobs; and (7) preparing for changing times. Behavioral objectives, classroom procedures, instructional materials needed, student evaluation methods, home-community activities and, in many cases, other suggested activities and materials are presented for each lesson plan. Supplemental classroom procedures and activities and worksheets accompany many lesson plans. (BP)