reference of Singer, H., Sorter, J., & Frazee, C. (1986)


References marked with asterisks indicate studies included in the meta-analysis.
*Amato, J. L., Bernard, R. M., D'Amico, M., & DeBellefeuille, B. (1989). Can
instructional variables be combined effectively to enhance learning achievement?
Canadian Journal of Educational Communication, 18(2), 85-109.
This content downloaded on Sun, 3 Feb 2013 08:00:24 AM
All use subject to JSTOR Terms and Conditions
Hattie, Biggs, and Purdie
*Andre, M. E., & Anderson, T. H. (1979). The development and evaluation of a selfquestioning study technique. Reading Research Quarterly, 14(4), 605-623.
*Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/
summarization instruction facilitate learning from expository text?

 Reading Research Quarterly, 22(3), 331-346.
*Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword
method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 104(2), 126-133.
*Barnes, J. A., Ginther, D. W., & Cochran, S. W. (1989). Schema and purpose in reading
comprehension and learning vocabulary from context. Reading Research and Instruction, 28(2), 16-28.
*Bean, T. W.,

 Singer, H., Sorter, J., & Frazee, C. (1986). The effects of metacognitive
instruction in outlining and graphic organizer construction on students' comprehension in a tenth-grade world history class. Journal of Reading Behavior, 18, 153-169.
Biggs, J. B. (1987). Students' approaches to learning and studying. Hawthorn, Victoria,
Australia: Australian Council for Educational Research.
Biggs, J. B. (1993). What do inventories of students' learning processes really measure?
A theoretical review and clarification. British Journal of Educational Psychology,
63, 3-19.
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO
taxonomy. New York: Academic Press.
*Billingsley, B. S., & Wildman, T. M. (1988). The effects of prereading activities on
the comprehension monitoring of learning disabled adolescents. Learning Disabilities Research, 4(1), 3644.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction
as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.

 *Bretzing, B. H., Kulhavy, R. W., & Caterino, L. C. (1987). Notetaking by junior high
students. Journal of Educational Research, 80(6), 359-362.
Brown, A. L. (1978). Knowing when, where and how to remember: A problem of
metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 7, pp.
55-113). New York: Academic Press.
*Brown, A. L., & Barclay, C. R. (1976). The effects of training specific mnemonics
on the metamnemonic efficiency of retarded children. Child Development, 47, 71-
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning,
remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Cognitive development (Vol. 3, pp. 77-166). New York:
*Brown, A. L., Campione, J. C., & Barclay, C. R. (1979). Training self-checking
routines for estimating test readiness: Generalization from list learning to prose recall.
Child Development, 50, 501-512.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18 (1), 32-42.
Brown, W. F., & Holzman, W. H. (1967). Survey of study habits and attitudes. New
York: The Psychological Corporation.
*Casey, M. B. (1990). A planning and problem-solving preschool model: The methodology of being a good learner. Early Childhood Research Quarterly, 5, 53-67.
*Danner, F. W., & Taylor, A. M. (1973). Integrated pictures and relational imagery
training in children's learning. Journal of Experimental Child Psychology, 16, 47-
*Dansereau, D. F., McDonald, B. A., Collins, K. W., Garland, J., Holley, C. D.,
Diekhoff, G. M., & Evans, S. H. (1979). Evaluation of a learning strategy system.
This content downloaded on Sun, 3 Feb 2013 08:00:24 AM
All use subject to JSTOR Terms and Conditions
Effects of Study Skills Interventions
In H. O'Neil & C. Spielberger (Eds.), Cognitive and affective learning strategies (pp.
3-43). New York: Academic Press.
*Dendato, K. M., & Diener, D. (1986). Effectiveness of cognitive/relaxation therapy
and study-skills training in reducing self-reported anxiety and improving the academic performance of test-anxious students. Journal of Counseling Psychology,
33(2), 131-135.
Derry, S. J., & Murphy, D. A. (1986). Designing systems that train learning ability: From
theory to practice. Review of Educational Research, 56, 1-39.
*Dwyer, C. A. (1986). The effect of varied rehearsal strategies in facilitating achievement of different educational objectives as measured by verbal and visual testing
modes. Journal of Experimental Education, 54(2), 73-84.

 *Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D.
(1991). Making strategies and self-talk visible: Writing instruction in regular and
special education classrooms. American Educational Research Journal, 28, 337-
Feuerstein, R. (1969). The Instrumental Enrichment method: An outline of theory and
technique. Jerusalem: Hadassah-WIZO-Canada Research Institute.
*Feuerstein, R., Miller, R., Hoffman, M. B., Rand, Y., Mintzker, Y., & Jensen, M. R.
(1981). Cognitive modifiability in adolescence: Cognitive structure and the effects
of intervention. Journal of Special Education, 15(2), 269-287.

 *Feuerstein, R., Rand, Y., Hoffman, M., Hoffman, M., & Miller, R. (1979). Cognitive
modifiability in retarded adolescents: Effects of Instrumental Enrichment. American
Journal of Mental Deficiency, 83(6), 539-550.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911.
*Gadzella, B. M., Goldston, J. T., & Zimmerman, M. L. (1977). Effectiveness of
exposure to study techniques on college students' perceptions. Journal of Educational Research, 71(1), 26-30.
Gagne, R. M. (1980). Learnable aspects of problem solving. Educational Psychologist,

 15, 84-92.
Garer, R. (1990). When children and adults do not use learning strategies: Toward a
theory of settings. Review of Educational Research, 60, 517-529.
*Greiner, J. M., & Karoly, P. (1976). Effects of self-control training on study activity
and academic performance: An analysis of self-monitoring, self-reward, and systematic-planning components. Journal of Counseling Psychology, 23(6), 495-502.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught?
A quantitative synthesis of "metacognitive" studies. Educational Researcher, 17(9),
Hartley, J. (1986). Improving study skills. British Journal of Educational Research, 12,
*Haslam, W. L., & Brown, W. F. (1968). Effectiveness of study-skills instruction for
high school sophomores. Journal of Educational Psychology, 59(4), 223-226.
Hattie, J. A. (1987). Identifying the salient facets of a model of student learning: A
synthesis of meta-analyses. International Journal of Educational Research, 11, 187-
Hattie, J. A. (1992). Measuring the effects of schooling. Australian Journal of Education, 36, 5-13.
Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. New York:
Academic Press.
Hembree, R. (1988). Experiments and relational studies in problem solving: A metaanalysis. Journal for Research in Mathematics Education, 23(3), 242-273.
Henk, W. A., & Stahl, N. A. (1985). A meta-analysis of the effect of notetaking on
This content downloaded on Sun, 3 Feb 2013 08:00:24 AM
All use subject to JSTOR Terms and Conditions
Hattie, Biggs, and Purdie
learning from lectures. National Reading Conference Yearbook, 34, 70-75.
Huang, Z. (1992). A meta-analysis of student self-questioning strategies. Dissertation
Abstracts International, 52(11), 3874A.
*Judd, W. A., McCombs, B. J., & Dobrovolny, J. L. (1979). Time management as a
learning strategy for individualized instruction. In H. O'Neil & C. Spielberger (Eds.),
Cognitive and affective learning strategies (pp. 133-175). New York: Academic

*Kiewra, K. A., & Benton, S. L. (1987). Effects of notetaking, the instructor's notes,
and higher-order practice questions on factual and higher-order learning. Journal of
Instructional Psychology, 14(4), 186-194.
Kirschenbaum, D. S., & Perri, M. G. (1982). Improving academic competence in adults:
A review of recent research. Journal of Counseling Psychology, 29, 76-94.
*Klein, J. D., & Freitag, E. T. (1992). Training students to utilize self-motivational
strategies. Educational Technology, 32(3), 44-48.
Klesius, J. P., & Searls, E. F. (1990). A meta-analysis of recent research in meaning
vocabulary instruction. Journal of Research and Development in Education, 23(4),

 *Kratzing, M. (1992). Learning management practice in the facilitation of learning.
Unpublished doctoral dissertation, University of Queensland, Australia.
Kulik, C. C., Kulik, J. A., & Shwalb, B. J. (1983). College programs for high-risk and
disadvantaged students: A meta-analysis of findings. Review of Educational Research, 53, 397-414.
*Lange, G., Guttentag, R. E., & Nida, R. E. (1990). Relationship between study
organization, retrieval organization, and general and strategy-specific memory
knowledge in young children. Journal of Experimental and Child Psychology, 49,
*Lodico, M. G., Ghatala, E. S., Levin, J. R., Pressley, M., & Bell, J. A. (1983). The
effects of strategy-monitoring training on children's selection of effective memory
strategies. Journal of Experimental Child Psychology, 35, 263-277.

 *Martin, D. (1984). Cognitive modification for the hearing impaired adolescent: The
promise. Exceptional Children, 51(3), 235-242.
Marton, F. (1988). Describing and improving learning. In R. R. Schmeck (Ed.),
Learning strategies and learning styles (pp. 53-82). New York: Plenum.
*McBride, S. D., & Dwyer, F. M. (1985). Organizational chunking and postquestions
in facilitating student ability to profit from visualized instruction. Journal of Experimental Education, 53(3), 148-155.
McCombs, B. L. (1984). Processes and skills underlying continuing intrinsic motivation
to learn: Toward a definition of motivational skills training interventions. Educational Psychologist, 19, 199-218. 

*McKeachie, W. J., Pintrich, P. R., & Lin, Y. (1985). Teaching learning strategies.
Educational Psychologist, 20(3), 153-160.
*Morgan, M. (1985). Self-monitoring of attained subgoals in private study. Journal of
Educational Psychology, 77(6), 623-630.
*Narrol, H., Silverman, H., & Waksman, M. (1982). Developing cognitive potential
in vocational high school students. Journal of EducationalResearch, 76(2), 107-112.
*Nist, S. L., Mealey, D. L., Simpson, M. L., & Kroc, R. (1990). Measuring the affective
and cognitive growth of regularly admitted and developmental studies students using
the "Learning and Study Strategies Inventory" (LASSI). Reading Research and
Instruction, 30(1), 44-49.
*Nist, S. L., & Simpson, M. L. (1989). PLAE, a validated study strategy. Journal of
Reading, 33(3), 182-186. 

*Okebukola, P. A., & Jegede, O. J. (1988). Cognitive preferences and learning mode
This content downloaded on Sun, 3 Feb 2013 08:00:24 AM
All use subject to JSTOR Terms and Conditions
Effects of Study Skills Interventions
as determinants of meaningfulearning through concept mapping. Science Education, 72(4), 489-500.
Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context bound? Educational
Researcher, 18(1), 16-25.
Pintrich, P., & de Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82,
*Purdie, N. M. (1989). The effect of motivation training on approaches to studying and
self-concept in female secondary students. Unpublished master's thesis, University
of Western Australia.
Ramsden, P., Beswick, D., & Bowden, J. (1986). Effects of learning skills interventions
on first year university students' learning. Human Learning, 5, 151-164.
*Rand, Y., Mintzker, Y., Miller, R., Hoffman, M. B., & Friedlender, Y. (1981). The
Instrumental Enrichment Program: Immediate and long-term effects. In P. Mittler
(Ed.), Frontiers ofknowledge in mental retardation (Vol. 1, pp. 141-152). Baltimore:
University Park Press.
*Rand, Y., Tannenbaum, A. J., & Feuerstein, R. (1979). Effects of Instrumental
Enrichment on the psychoeducational development of low-functioning adolescents.
Journal of Educational Psychology, 71(6), 751-763.
*Relich, J. D., Debus, R. L., & Walker, R. (1986). The mediating role of attribution
and self-efficacy variables for treatment effects on achievement outcomes. Contemporary Educational Psychology, 11, 195-216.
Sanders, V. (1980, March). College reading and study programs: Do they make any
difference? Paper presented at the Annual Meeting of the Western College Reading
Association, San Francisco, CA.
*Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with
learning disabled students. Journal of Educational Psychology, 78(3), 201-209.
*Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence
of task strategies and attributions. Journal of Educational Research, 79(4), 238-244.
*Scruggs, T. E., & Mastropieri, M. A. (1986a). Acquisition and transfer of learning
strategies by gifted and nongifted students. Exceptional Children, 53(1), 153-166. 

*Scruggs, T. E., & Mastropieri, M. A. (1986b). Improving the test-taking skills of
behaviorally disordered and learning disabled children. Exceptional Children, 53(1),
*Scruggs, T. E., Mastropieri, M. A., Levin, J. L., McLoone, B., Gaffney, J. S., & Prater,
M. A. (1985). Increasing content-area learning: A comparison of mnemonic and
visual-spatial direct instruction. Learning Disabilities Research, 1(1), 18-31.
*Shayer, M., & Beasley, F. (1987). Does instrumental enrichment work? British
Educational Research Journal, 13(2), 101-119.
*Simbo, F. K. (1988). The effects of notetaking approaches on student achievement in
secondary school geography. Journal of Educational Research, 81(6), 377-381.
Snowman. J. (1984). Learning tactics and strategies. In G. D. Phye & T. Andre (Eds.),
Cognitive classroom learning: Understanding, thinking and problem solving (pp.
243-276). New York: Academic Press.
Stahl, S. A., & Fairbanks, M. A. (1986). The effects of vocabulary instruction: A modelbased meta-analysis. Review of Educational Research, 56, 72-110.
Sternberg, R. J. (1983). Criteria for intellectual skills training. Educational Researcher,
12(2), 6-12.

Media center total solutions of content and raw wiki information source - The hulk library of knowledge world wide - sound library - Books library

bitcoin , reads , books , cord blood , attorneys , lawyers , domestic , local services , offshore companies , offshore lawyers , beyond the seas business , laws , enactions , jungle , ameriican eagle , america business , gas, gasoline , petrol , burn , films , new movies , stars , hollywood , stationary , offices , federal law , states divisions

Post a Comment

Previous Post Next Post

Contact Form