Academic Skills Needed for Success in College
Chapter Outline
6.4. Strengthening Memory Strategies
6.5. Preparing for Reading in College
6.6. Effective Reading Strategies
6.8. Test Taking & Test Anxiety
Student Survey
On a scale of 1 (I need significant improvement) to 4 (I’m doing great), reflect on how you’re doing right now on these statements:
- _______ I am reading at a college level.
- _______ I take good notes that help me study for exams.
- _______ I understand how to manage all the reading I need to do for college.
- _______ I recognize the need for different notetaking strategies for different college subjects.
- _______ I set aside enough time to prepare for tests.
- _______ I know what to do to prepare for tests.
- _______ I know how to manage my test anxiety.
Chapter Outcomes
In this chapter we will explore skills you probably think you already understand—reading, notetaking, effective study practices, and test-taking strategies. The goal is to make sure you have honed these skills well enough to lead you to success in college. By the time you finish this chapter, you should be able to do the following:
- Demonstrate the usefulness of strong reading and notetaking for college students.
- Outline the importance of memory when studying and note some opportunities to strengthen memory.
- Discuss specific ways to increase the effectiveness of studying by capitalizing on your strengths.
- Articulate test-taking strategies that minimize anxiety and maximize results.
Licenses and Attribution
CC Licensed Content
- College Success by Amy Baldwin is licensed CC BY. Access for free.
- Psychology by Rose M. Spielman is licensed CC BY. Access for free.
References
- Abel, M., & Bäuml, K.-H. T. (2013). Sleep can reduce proactive interference. Memory, 22(4), 332–339. doi:10.1080/09658211.2013.785570. Retrieved from http://www.psychologie.uni-regensburg.de/Baeuml/papers_in_press/sleepPI.pdf
- Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics and criteria. Review of Educational Research, 51, 247–275.
- Bodie, G. D., Powers, W. G., & Fitch-Hauser, M. (2006). Chunking, priming, and active learning: Toward an innovative approach to teaching communication-related skills. Interactive Learning Environment, 14(2), 119–135.
- Craik, F. I. M., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behavior, 12, 599–607.
- Learning to learn. (n.d.). OER Commons. https://oercommons.org/courseware/lesson/73880/overview?section=4
Images or Graphic Elements
- Images used by permission from Alamo Colleges District Department of Communications.
