The Washington Post:
Researchers who evaluated 10 learning techniques believed to improve student achievement found that five of them — including highlighting or underlining, are not very effective.
The report, called “Improving Students’ Learning With Effective Learning Techniques,” says that one reason that ineffective study habits form is because there is too much research for educators to evaluate to figure out how to advise their students. Published in the January issue of Psychological Science in the Public Interest, the report was written by John Dunlosky and Katherine A. Rawson of Kent State University, Elizabeth J. Marsh of Duke University, Mitchell J. Nathan of the University of Wisconsin-Madison, and Daniel T. Willingham of the University of Virginia.
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