The most expansive and mobilizing impression a student can acquire is that what is, may be, but it can be otherwise. The attitude that all life and circumstances are amenable to analysis and some measure of modification is the avowed purpose of the strategy to improve  Study Skills  described below

Casale, Ula

Manzo, Anthony V

English

ScholarWorks at WMU

Reading Horizons: A Journal of Literacy and Language Arts Volume 20 Issue 4 July 1980 Article 9 7-1-1980 The 5 C's: A Problem-Solving Approach to Study Skills Anthony V. Manzo University of Missouri-Kansas City Ula Casale University of Missouri-Kansas City Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons  Part of the Education Commons Recommended Citation Manzo, A. V., & Casale, U. (1980). The 5 C's: A Problem-Solving Approach to Study Skills. Reading Horizons: A Journal of Literacy and Language Arts, 20 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol20/iss4/9 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu-scholarworks@wmich.edu. THE 5 C'S: A PROBLEM-SOLVING APPROACH TO STUDY SKILLS Anthony V. Manzo and Ula Casale UNIVERSITY OF MISSOURI-KANSAS CITY The most expansive and mobilizing impression a student can ac-quire is that what is, may be, but it can be otherwise. The attitude that all life and circumstances are amenable to analysis and some measure of modification is the avowed purpose of the strategy to improve "Study Skills" described below. A set of guidelines has been evolved which simultaneously aids the student to meet various reading/learning/study needs while internaliz-ing the fundamentals of problem-solving. This we have called PASS, a Problem-solving Approach to Study Skills. There are two critical features of this approach. For one, an oral languagelthinking interac-tion occurs between the teacher and the class in which the teacher, in the role of facilitator and resource person, serves as a model of effective language and problem-solving behaviors. Second, the student joins with the teacher in the common cause of diagnosing and dealing ap-propriately with personal learning needs. This approach tends to reduce much of the dependency and child-like behavior students often exhibit when involved in more traditional basic skills instruction. Five C's code our rendition of a problem-solving approach to study skills. The teacher may wish to employ other problem-solving ap-proaches which he/she finds compatible with his/her thinking. THE 5 C's: COUNT: A list of common study skills is presented to students. They are asked to indicate their judgments as to the severity of each as a problem to them. By simple count and averaging, it can be determined how problems should be ordered for class discus-sion and treatment. CHARACTERIZE: Once a general problem has been identified, the teacher / convener guides students in defining the problem and themselves in specific terms. A general problem may come to be seen in different ways. In test taking, for example, for some, the problem may be lack of systematic preparation; for others, the problem may be anxiety. In any case, the problem often is 282-rh in the student in some way as well as in the situation. Thus in this step, the teacher should urge the student to take diagnostic tests of his skills. abilities and such. and thereby reach a firmer sense of himself as a learner. (See recommended In-strumentation. ) CONSIDER: Next, students are led to consider how they intuitively have dealt with a particular problem. The likelihood that better learning habits will be "learned" is felt to be increased when in-itial credence is given to the methods students gravitate toward personally. The discussion should revolve around whether there is merit in such intuitive means for coping. COLLECT: At this point, appropriate myths, "old saws," and standard techniques related to the particular reading/study problem are discussed. (See partial bibliography of standard techniques.) Each is examined in terms of "what aspects of the problem it solves and what problems it presents." As procedures are ex-amined, they are judged on the basis of whether they are com-patible with the student's habitual patterns of behavior and temperament. Thorough examination should reveal what, of the student and/or the procedure, can be altered readily, and what might require a level of extraordinary-perhaps to the point of warping- effort ... and therefore might better be ac-cepted as a technique of marginal effectiveness, unless an alter-native plan can be devised. CREATE: Where standard procedures have not sufficed, and marginal performance cannot be tolerated, inventive strategies are sought, through creative problem-solving. Depending upon how sensitive and complex the problem, this can be done through group discussion of an individual's problem, or In private with the instructor during a conference period. How Effective is PASS.? The evidence for a problem-solving approach to study skills is mounting slowly, but steadily. Traditional lines of empirical research are difficult to follow due to the complexity of the objectives, the extem-poraneous nature of the strategy, and the paucity of literature and com-mon concern with the general idea. Careful case studies of several students currently are being gathered over a year long period to see the extent to which these support earlier impressions and the anecdotal reports of teachers trained in the strategy. * A recent book, Personal Problem Solving in the Classroom (Mor-rison, 1977), follows a line of reasoning and approach to learning which parallels the one recommended. Morrison, who calls his approach a "reality technique," also developed his support in an anecdotal manner. We agree, too, with Morrison that this type of teaching methodology must be appreciated first from an ideological point of view as one which is needed. One of the major supportive reasons for the inclusion of this form "f teaching methodology in a study skills class can be stated in this Wdy: identifying, articulating and solving nagging problems, which is the primary purpose of PASS, is a powerful means of realistically raising hope and fighting failure. Hope, observed O. H. Mowrer, the hard· nosed learning theorist, is an attitude with an accompanying body chemical change which is unparalleled for its impact on motivation to learn and to move forward. PASS lessons, then, are addressed to attitudinal, affective, and cognitive factors. The belief is that this more holistic approach will prove to be more effective than current methodologies which tend to focus rather exclusively on reading/ academic skills as if these somehow were entities apart from other human attributes and foibles. Partial List of Diagnostic Instruments Which We Have Found Useful Reading/Study Skills 1. Textbook Diagnostic Test (see David L. Shepherd, Com-prehensive High School Reading Methods. Columbus, Ohio: Charles E. Merrill Publishing Co., 1973). 2. Wofford and Willoughby Study Practices Inventory (available from T. Lee Willoughby, University of Missouri-Kansas City). 3. Watson-Glaser test of Critical Thinking (Psychological Cor-poration). 4. Brown-Carlsen Listening Comprehension Test (Psychological Corporation) . 5. Critical Judgments test (available from Manzo and Casale at no charge). Affective / A ltl'dudinal! Learning Styles 1. Estes Attitude Scale (Journal of Reading, Nov., 1971). 2. Manzo Learning Preference Inventory (available from author at no charge). 3. Manzo Bestiary Inventory (available from author at no charge). Projective Test 4. Brown-Holtzman Survey of Study Habits and Attitudes (Psychological Corporation). 284-rh Intelligence and Verbal Ability 1. Tests of General Ability (K·12, Science Research Associates). 2. Gorham's Proverbs Test (Psycholog-ical Test Specialists). 3. Slosson 1 Q test. 4. Peabody Picture Vocabulary test (American Guidance Association) . 5. Raven Progressive Matrices (Psychological Corporation). Bibliography of Standard Techniques for Students BFAR (A reading-study method) Clark McKowan, Get Your A Out of College, Northernaire Publishers, Martinez, CA (1979). CORNELL NOTETAKING SYSTEM (& OK5R) Walter Pauk How to Study in College, second edition, Boston: Houghton Mifflin Co., 1974. MAPPING M. Buckley Hanf "Mapping: A Technique for Translating Reading into Thinking"Journal of Reading, January, 1971. PANORAMA P. Edwards, "PANORAMA: A Study Technique" Journal of Reading, Vol. 17, 1973. REAP Anthony V. Manzo & Marilyn Eanet, "REAP: a strategy for improving reading/writing/study skills" Journal of Reading, 1976. SQ3R Francis P. Robinson, Effective Study, fourth edition, New York: Harper and Row, 1970. STATEMENT-PIE Laia Hanau How to Play and Win with "Statement-PIE, "New York: Barnes & Noble Books, 1974. TQLR (listening technique) Don H. Parker, Instructor's handbook to SRA Laboratory I Va. Chicago: Science Research Associates, 1959. WRECK (notetaking system) Fred Duffelmeyer, Drake University. '''Preliminary assessment of PASS-or 5 C's- A Study Skills Methodology for Profes· sional School Use." Ula Casale & Brenda Kelly Journal of Reading-in press. 

The 5 C\u27s: A Problem-Solving Approach to Study Skills

Reading Horizons: A Journal of Literacy and 
Language Arts 
Volume 20 
Issue 4 July 1980 Article 9 
7-1-1980 
The 5 C's: A Problem-Solving Approach to Study Skills 
Anthony V. Manzo 
University of Missouri-Kansas City 
Ula Casale 
University of Missouri-Kansas City 
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons 
 Part of the Education Commons 
Recommended Citation 
Manzo, A. V., & Casale, U. (1980). The 5 C's: A Problem-Solving Approach to Study Skills. Reading 
Horizons: A Journal of Literacy and Language Arts, 20 (4). Retrieved from 
https://scholarworks.wmich.edu/reading_horizons/vol20/iss4/9 
This Article is brought to you for free and open access by 
the Special Education and Literacy Studies at 
ScholarWorks at WMU. It has been accepted for inclusion 
in Reading Horizons: A Journal of Literacy and Language 
Arts by an authorized editor of ScholarWorks at WMU. 
For more information, please contact wmu-
scholarworks@wmich.edu. 
THE 5 C'S: 
A PROBLEM-SOLVING APPROACH 
TO STUDY SKILLS 
Anthony V. Manzo and Ula Casale 
UNIVERSITY OF MISSOURI-KANSAS CITY 
The most expansive and mobilizing impression a student can ac-
quire is that what is, may be, but it can be otherwise. The attitude that 
all life and circumstances are amenable to analysis and some measure of 
modification is the avowed purpose of the strategy to improve "Study 
Skills" described below. 
A set of guidelines has been evolved which simultaneously aids the 
student to meet various reading/learning/study needs while internaliz-
ing the fundamentals of problem-solving. This we have called PASS, a 
Problem-solving Approach to Study Skills. There are two critical 
features of this approach. For one, an oral languagelthinking interac-
tion occurs between the teacher and the class in which the teacher, in 
the role of facilitator and resource person, serves as a model of effective 
language and problem-solving behaviors. Second, the student joins with 
the teacher in the common cause of diagnosing and dealing ap-
propriately with personal learning needs. This approach tends to reduce 
much of the dependency and child-like behavior students often exhibit 
when involved in more traditional basic skills instruction. 
Five C's code our rendition of a problem-solving approach to study 
skills. The teacher may wish to employ other problem-solving ap-
proaches which he/she finds compatible with his/her thinking. 
THE 5 C's: 
COUNT: 
A list of common study skills is presented to students. They are 
asked to indicate their judgments as to the severity of each as a 
problem to them. By simple count and averaging, it can be 
determined how problems should be ordered for class discus-
sion and treatment. 
CHARACTERIZE: 
Once a general problem has been identified, the 
teacher / convener guides students in defining the problem and 
themselves in specific terms. A general problem may come to 
be seen in different ways. In test taking, for example, for some, 
the problem may be lack of systematic preparation; for others, 
the problem may be anxiety. In any case, the problem often is 
282-rh 
in the student in some way as well as in the situation. Thus in 
this step, the teacher should urge the student to take diagnostic 
tests of his skills. abilities and such. and thereby reach a firmer 
sense of himself as a learner. (See recommended In-
strumentation. ) 
CONSIDER: 
Next, students are led to consider how they intuitively have 
dealt with a particular problem. The likelihood that better 
learning habits will be "learned" is felt to be increased when in-
itial credence is given to the methods students gravitate toward 
personally. The discussion should revolve around whether there 
is merit in such intuitive means for coping. 
COLLECT: 
At this point, appropriate myths, "old saws," and standard 
techniques related to the particular reading/study problem are 
discussed. (See partial bibliography of standard techniques.) 
Each is examined in terms of "what aspects of the problem it 
solves and what problems it presents." As procedures are ex-
amined, they are judged on the basis of whether they are com-
patible with the student's habitual patterns of behavior and 
temperament. Thorough examination should reveal what, of 
the student and/or the procedure, can be altered readily, and 
what might require a level of extraordinary-perhaps to the 
point of warping- effort ... and therefore might better be ac-
cepted as a technique of marginal effectiveness, unless an alter-
native plan can be devised. 
CREATE: 
Where standard procedures have not sufficed, and marginal 
performance cannot be tolerated, inventive strategies are 
sought, through creative problem-solving. Depending upon 
how sensitive and complex the problem, this can be done 
through group discussion of an individual's problem, or In 
private with the instructor during a conference period. 
How Effective is PASS.? 
The evidence for a problem-solving approach to study skills is 
mounting slowly, but steadily. Traditional lines of empirical research 
are difficult to follow due to the complexity of the objectives, the extem-
poraneous nature of the strategy, and the paucity of literature and com-
mon concern with the general idea. Careful case studies of several 
students currently are being gathered over a year long period to see the 
extent to which these support earlier impressions and the anecdotal 
reports of teachers trained in the strategy. * 
A recent book, Personal Problem Solving in the Classroom (Mor-
rison, 1977), follows a line of reasoning and approach to learning which 
parallels the one recommended. Morrison, who calls his approach a 
"reality technique," also developed his support in an anecdotal manner. 
We agree, too, with Morrison that this type of teaching methodology 
must be appreciated first from an ideological point of view as one which 
is needed. 
One of the major supportive reasons for the inclusion of this form "f 
teaching methodology in a study skills class can be stated in this Wdy: 
identifying, articulating and solving nagging problems, which is the 
primary purpose of PASS, is a powerful means of realistically raising 
hope and fighting failure. Hope, observed O. H. Mowrer, the hard· 
nosed learning theorist, is an attitude with an accompanying body 
chemical change which is unparalleled for its impact on motivation to 
learn and to move forward. 
PASS lessons, then, are addressed to attitudinal, affective, and 
cognitive factors. The belief is that this more holistic approach will 
prove to be more effective than current methodologies which tend to 
focus rather exclusively on reading/ academic skills as if these somehow 
were entities apart from other human attributes and foibles. 
Partial List of Diagnostic Instruments 
Which We Have Found Useful 
Reading/Study Skills 
1. Textbook Diagnostic Test (see David L. Shepherd, Com-
prehensive High School Reading Methods. Columbus, Ohio: 
Charles E. Merrill Publishing Co., 1973). 
2. Wofford and Willoughby Study Practices Inventory 
(available from T. Lee Willoughby, University of Missouri-
Kansas City). 
3. Watson-Glaser test of Critical Thinking (Psychological Cor-
poration). 
4. Brown-Carlsen Listening Comprehension Test (Psychological 
Corporation) . 
5. Critical Judgments test (available from Manzo and Casale at 
no charge). 
Affective / A ltl'dudinal! Learning Styles 
1. Estes Attitude Scale (Journal of Reading, Nov., 1971). 
2. Manzo Learning Preference Inventory (available from author 
at no charge). 
3. Manzo Bestiary Inventory (available from author at no 
charge). Projective Test 
4. Brown-Holtzman Survey of Study Habits and Attitudes 
(Psychological Corporation). 
284-rh 
Intelligence and Verbal Ability 
1. Tests of General Ability (K·12, Science Research Associates). 
2. Gorham's Proverbs Test (Psycholog-ical Test Specialists). 
3. Slosson 1 Q test. 
4. Peabody Picture Vocabulary test (American Guidance 
Association) . 
5. Raven Progressive Matrices (Psychological Corporation). 
Bibliography of Standard Techniques for Students 
BFAR (A reading-study method) 
Clark McKowan, Get Your A Out of College, Northernaire 
Publishers, Martinez, CA (1979). 
CORNELL NOTETAKING SYSTEM (& OK5R) 
Walter Pauk How to Study in College, second edition, Boston: 
Houghton Mifflin Co., 1974. 
MAPPING 
M. Buckley Hanf "Mapping: A Technique for Translating 
Reading into Thinking"Journal of Reading, January, 1971. 
PANORAMA 
P. Edwards, "PANORAMA: A Study Technique" Journal of 
Reading, Vol. 17, 1973. 
REAP 
Anthony V. Manzo & Marilyn Eanet, "REAP: a strategy for 
improving reading/writing/study skills" Journal of Reading, 
1976. 
SQ3R 
Francis P. Robinson, Effective Study, fourth edition, New 
York: Harper and Row, 1970. 
STATEMENT-PIE 
Laia Hanau How to Play and Win with "Statement-PIE, "New 
York: Barnes & Noble Books, 1974. 
TQLR (listening technique) 
Don H. Parker, Instructor's handbook to SRA Laboratory 
I Va. Chicago: Science Research Associates, 1959. 
WRECK (notetaking system) 
Fred Duffelmeyer, Drake University. 
'''Preliminary assessment of PASS-or 5 C's- A Study Skills Methodology for Profes· 
sional School Use." Ula Casale & Brenda Kelly Journal of Reading-in press. 


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The 5 C\u27s: A Problem-Solving Approach to Study Skills

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