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This manuscript is an examination of a life well lived with the professional contributions of a leader who served across the fields of educational psychology, counseling, and literacy. Francis P. R...

Use of a widely endorsed study technique, SQ3R (Survey, Question, Read, Recite, Review), was investigated using secondary level students with specific learning disabilities. Results of three experiments indicated that even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension, as measured by retelling after reading from expository texts. However, a functional relationship was demonstrated between length of material read and percentages of retelling. When retelling was assessed on an immediate recall task after short passages were read, percentages of retelling were higher than those obtained by students after reading longer passages.

This article describes the results of a study in which college developmental reading students were taught how to use study techniques which involved self‐questioning. Over a nine‐week period, subjects were trained in the application of SQ3R (Robinson, 1961), REAP (Eanet & Manzo, 1976), and self‐questioning (Andre & Anderson, 1978‐79) to content area prose materials. Quantitative results indicated that the SQ3R group significantly outperformed the REAP group on a posttest measure of comprehension. No other significant differences were found. In addition, a qualitative analysis was conducted to determine how well subjects processed information during the application of their specific study techniques. These findings indicated that: (1) structured study techniques may be more effective for aiding students' retention of content area prose materials; (2) students are more concerned with detail or factual information than “higher level” forms of information; and (3) instructors of college developmental reading ...