A Scoping Review of Study Skills Programs Implemented in Secondary and Postsecondary Settings

Students with or at risk for disabilities often transition to secondary and postsecondary settings without the self-regulation and academic skills necessary to be successful. Effective study skills include both self-regulation (e.g., goal setting, self-monitoring) and academic (e.g., note-taking, graphic organizers) skills that support student success. The purpose of this scoping literature review was to identify the available literature on the implementation of small-group study skills programs implemented in secondary and postsecondary educational settings. We identified 24 studies that met our inclusion criteria. Most studies were implemented in postsecondary settings (66.7%). Studies included students with specific learning disabilities, attention-deficit/hyperactivity disorder, multiple disabilities, or autism spectrum disorder. Study skills frequently taught were self-regulation skills (79.2%), self-testing/exam preparation (66.7%), time management (58.3%), other study skills (54.2%), note-taking (45.8%), materials organization (37.5%), and graphic organizers (16.7%). Most small-group study skills programs were taught in groups of eight or less students, implemented for more than 9 weeks, and met once per week. Implications for future research to compare and evaluate the effectiveness of the programs are discussed.