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Minimal research to date has evaluated the impact of Survey–Question–Read–Recite–Review (SQ3R) implementation (i.e., surveying prior to reading, generating questions, reading to answer said questions, reciting, and reviewing information) on content retention and student performance. Existing research is anecdotal or lacks ecological validity. The current research shows the impact of SQ3R implementation, as demonstrated by note packet completion, on student comprehension and retention. Results from the current study indicate that when students use SQ3R strategies, they retain more information, as demonstrated by higher achievement on course exams. Because students are not apt to utilize their textbooks in an effective manner independently, the author provides suggestions regarding the incorporation of these findings into course design.

For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent self-directed learners. Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods—SQ3R—is explained.

A study habits inventory was administered to ninth- and tenth-grade students. The data were factor-analyzed to yield three constituents of study practices: distractibility, compulsiveness, and inquisitiveness. These factors satisfactorily replicated factors found in previous research and accounted for over 50% of the total variation of the items in the inventory. Tests of hypothesized relationships between habits of study and test performance suggest that test performance is monotonically related to study behaviors associated with inquisitiveness, particularly for studying as part of homework preparation. Compulsivity is also related to performance but only in the distinction between "A" students and those receiving other test scores. Distractibility, though it was the most reliable study habits scale, bears virtually no relationship to test performance. Possible explanations for all results are explored and implications for teaching are drawn. Most researchers of study skills have focused on the effects of training programs. Mainly, the attempt has been to use the findings of psychological research on memory in the development of procedures that could be used in classrooms (Adams, Camine, & Gersten, 1982). The major question of interest has been whether or not training in experimental settings would transfer to actual study practice. Since Robinson's publication of the SQ3R procedure in 1941, few studies have been conducted to answer the basic questions of what constitutes the skills of study and whether certain study behaviors directly affect school performance. Two exceptions are the research of Dansereau (1978, 1980) and Brown, Campione, and Day (1980). In keeping