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Teach Students How to Study—It Doesn’t Come Naturally!

By Elaine Fine

Study harder and you will do better! Unfortunately, this adage may fail to work for students with learning problems who often do not know how to study. For these students to study effectively, efficiently, and independently, they need direct instruction on study strategies.

Many students with learning and attention difficulties have ineffective learning characteristics and lack cognitive and metacognitive skills, which prevent them from knowing how to study. They

Do not know how to organize study time.
Do not figure out what they already know and do not know and, instead, typically study what they already know.
Are unaware of their inefficient study habits, such as how much time is needed to study.
Do not have needed materials, know what information will be on tests, or know the type of test.
Do not differentiate important from less important information.
Do not attend to needed information or the task.
Do not use effective methods for memorizing (verbal rehearsal, chunking, mnemonics) and, instead, attempt to memorize everything and become overwhelmed. They use what is called shallow methods such as rereading the book.

In short, these students do not implement needed study routines. Studying includes more than the use of one technique such as mnemonics. It is a relatively complex set of activities requiring planning, organization, implementation, and monitoring.

The Basics of Study Strategies

A frequent solution is to discuss ways to study with students. This is not enough for students with learning disabilities. They need systems, or strategies, that will take them through the steps that those with efficient and effective study skills employ. The strategies approach is based on the Strategies Intervention Model, which has been validated at the Center for Research on Learning, University of Kansas, as well as by other researchers, such as Minskoff, who developed the Active Learner Approach based on similar principles.

The strategies approach has several elements that differ from remedial or tutorial approaches. Each strategy has a specific number of well-sequenced steps, cued by a mnemonic, that lead to an overt action and foster an efficient approach to studying. The steps cue students to use specific cognitive strategies and select and use appropriate procedures, skills, or rules. Instruction in metacognition is included in each strategy; effective strategies provide guidelines for how to think and act when planning, executing, and evaluating study time. The strategies are not specific to a given subject.

The strategies can be taught to students starting in upper elementary grades and continuing through high school and beyond, adding strategies to meet more complex demands. They benefit students with disabilities, as well as at-risk students. The strategies need to be taught using a seven-step model to promote acquisition and generalization.

Examples of Study Strategies

Two examples of effective study strategies are FORCE, a strategy to organize study time, and CHECK, a strategy to help students start studying. The specific things to do for each step in the strategy need to be defined so the student knows exactly what to do for each step.

CHECK: A Strategy to Help Me Start Studying

Change environments.

Have all equipment nearby while studying.

Establish rewards for yourself.

Create a checklist of all the tasks you need to do before studying.

Keep a "worry pad" while studying to jot down what comes to mind as you study – distracting thoughts.

^{Learning Toolbox. Steppingstone
Technology Grant, James Madison University,}^{MSC 1903,} ^Harrisonburg^, ^VA ²²⁸⁰⁷^.

FORCE: A Strategy for Studying for a Test
Find out	Your teacher announces a test. If you don’t receive all of the information, ask questions on what will be covered and what type of questions will be on the test.
Organize	Collect all necessary materials for studying for the test. For example, notes, old tests, books.
Review	Do the general review necessary to study for this test. For example, skim chapters, charts, maps, summaries, questions, or vocabulary; highlight notes; review old tests and assignments; use study guide.
Concentrate	Make a study sheet (cue sheet) by putting important information in question/answer form. Focus on what you do not know.
Early exam	Practice the test by pre-testing. For example, take turns asking questions with a partner, have your parents or other adults help you drill from your study sheet, take your own test from your study sheet. Now review those weak spots until you are certain of what you know.

^{Wehrung-Schaffer, L.

(1990). May the FORCE be with you: A test
preparation strategy. Academic Therapy, 25,
291-300.}

STUDY HARDER!! will have meaning for students when they are taught strategies to accomplish effective and efficient studying.

Resources
Sources for the specific steps of these strategies, as well as many other strategies for studying and the steps for teaching a strategy are:

The Learning Toolbox: http://coe.jmu.edu/Learningtoolbox/
Nine Quick Learning Strategies for Success: http://student.norquest.ca/onlinelearning/ninequick/index.htm
Bos, C. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5^th ed.). Needham Heights, MA: Allyn and Bacon.
Deshler, D., Ellis, E., & Lenz, K. (1996). Teaching adolescents with learning disabilities: Strategies and methods (2nd ed.). Denver, CO: Love Pub.
Minskoff, E. & Allsopp, D. (2003). Academic success strategies for adolescents with learning disabilities and ADHD. Baltimore, MD: Paul H. Brookes.

Elaine Fine is a professor at Montclair State University and a Certified SIM Trainer, Center for Research on Learning, University of Kansas. She is a member of the Kansas CEC.