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The work addresses study-skill gaps around organization, assignment completion, comprehension, and retention, and targets the achievement gap between subpopulations. Teacher survey research across Northeast Texas campuses gathers, analyzes, and categorizes techniques reported as successful, then situates findings within a literature review on note-taking, metacognition, active engagement, and memory-building strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-impact-study-skills-for-diverse-prek-12-subgroups/602802/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-impact-study-skills-for-diverse-prek-12-subgroups/602802.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study aim to address for diverse PreK-12 subgroups?","Question",{"text":112,"@type":113},"It targets students who are bright but perform poorly, especially underrepresented groups and students whose parents are not college graduates, by identifying study skills that improve organization, assignment completion, comprehension, and retention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the study’s main objectives?",{"text":117,"@type":113},"The study aimed to identify study skills used successfully by current teachers across ages and subgroups, and to increase student learning across subgroups to help close the achievement gap.",{"name":119,"@type":110,"acceptedAnswer":120},"How was teacher input collected and compared across campuses?",{"text":121,"@type":113},"Northeast Texas teachers were queried using a survey delivered in two ways: an open-ended face-to-face version presented at faculty meetings and a later electronic version sent via Survey Monkey, with responses collected and analyzed from both.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602802,1792360566,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","High Impact Study Skills for Diverse PreK-12 Subgroups  \nElaine L. Wilmore University of Texas of the Permian Basin  \nAs educators, we know students from all sections of the population who are bright, but do not do well academically (Grade Power Learning, 2018). This is particularly true with students from underrepresented populations or whose parents are not college graduates. Significant reasons for this are because they do not know how to study effectively, how to get organized to study, how to complete assignments beyond the simplest level, and how to comprehend and retain information (Kern, 2008). This occurs across all racial and economic lines. Thus, the problem addressed in this study/paper has been to identify successful study skills that would be effective with diverse subgroups.  \nThe objectives ofthis study were to:  \n● Determine study skills that had been used successfully by current teachers in the field across various ages and subgroups; and  \n● Increase student learning across subgroups through the identification of successful study skills techniques to help close the achievement gap.  \nThis project sought study skills that were successful as identified by actual teachers in the field. Teachers in the Northeast Texas arena were queried via blind survey research to identify techniques they had utilized successfully with their varying subgroups. Those results have been tabulated, analyzed, and presented.  \nThis project consists of two groups of Northeast Texas teachers using the same survey (Appendix), but delivered by different methods. The first was an open-ended survey presented by principals at ten different campuses (3 elementary, 4 middle schools, and 3 high schools), with superintendent permission, face-to-face in faculty meetings. The same survey was subsequently sent electronically to ten additional campuses (3 elementary, 4 middle schools, and 3 high schools) via Survey Monkey with principal and superintendent permission. Responses were also returned via Survey Monkey. The responses from both surveys were collected and analyzed. Since the survey, as shown in Appendix A, was the same, the only difference was method of delivery.  \nKeywords: achievement gap, study skills  \nAn achievement gap exists between various subpopulations. While there are different reasons this may occur, divergent levels of intelligence are not necessarily a primary cause (Grade Power Learning, 2018) . Some students come to school knowing how to study better than others. Lack of this knowledge is particularly true for children of color, from impoverished, or with various handicaps (Kern, 2008) . Schools, traditionally, have done little in the way of a formalized program to teach study skills at the elementary, middle, or high school levels.  \nThis study was undertaken with practicing teachers using survey research to determine the best study skills they have successfully used with multiple subgroups. The results were gathered, analyzed, and categorized.  \nLiterature Review  \nThe literature is rich with examples of study skills for different population sets. The following review will address each subgroup targeted in this study.  \nStudy Skills Effective with Most Students:  \nStudy skills that are successful with the dominant population can also be applied, adapted, and targeted towards various subgroups (Entress and Wagner, 2014) . Success in school requires studying outside of class. It also requires teachers to do more than just present the information. An effective teacher must be able to present information in such a way that the students experience success. In conjunction with that, teachers must teach study skills and encourage students to practice the skills at home. (Entress and Wagner 2014) .  \nEntress and Wagner (2014) understand that students who already possess excellent notetaking and organizational skills, already surpass those students who do not. They assert that rereading notes simply will not adequately prepare all","cbCairJp4xARSM4b","https://ap.wps.com/l/cbCairJp4xARSM4b","pdf",166581,13,"English","# Objectives and Problem Statement\n# Research Design and Data Collection\n# Keywords and Achievement Gap Context\n# Literature Review\n## Study Skills Effective with Most Students\n## Active Engagement, Attention, and Self-Assessment","[{\"question\":\"What problem does the study aim to address for diverse PreK-12 subgroups?\",\"answer\":\"It targets students who are bright but perform poorly, especially underrepresented groups and students whose parents are not college graduates, by identifying study skills that improve organization, assignment completion, comprehension, and retention.\"},{\"question\":\"What were the study’s main objectives?\",\"answer\":\"The study aimed to identify study skills used successfully by current teachers across ages and subgroups, and to increase student learning across subgroups to help close the achievement gap.\"},{\"question\":\"How was teacher input collected and compared across campuses?\",\"answer\":\"Northeast Texas teachers were queried using a survey delivered in two ways: an open-ended face-to-face version presented at faculty meetings and a later electronic version sent via Survey Monkey, with responses collected and analyzed from both.\"}]","High Impact Study Skills for Diverse PreK-12 Subgroups | PDF",1792095258,33]