One of the shortcomings in a consideration of the idea of study is the fact that it is defined in various ways in the minds of various teachers. The weakest notion of the word would be demonstrated in a teacher's assignment that said "study the next ten pages for tomorrow" and said nothing else. In all likelihood, students would under stand it to mean read the pages mentioned. An assignment which means "a process involving the acquisition of knowledge" from these pages would have to be accompanied by a guide sheet to point out the expected learnings and the supporting data. Therefore, when we set out to discuss study-skills, we must agree on what we mean to have the students acquire. An assumption may be made here that most teachers would expect their students to gain mastery over a particular limited body of knowledge, including understanding and the ability to utilize the material in a larger frame of reference.
VanderMeulen, K. (1972). Reading in the Secondary Schools. Reading Horizons, 12 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol12/iss2/9