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Abstract
We provide a rationale for and describe the use of computer‐based outlining programs as tools for studying material in content area textbooks. Following an overview of a three‐step procedure using computer‐based outlining programs as study tools, we present information that validates the efficacy of this study procedure. In the remainder of the article, we describe the introduction and implementation of computer‐based outlining in two high school global studies classes. Focusing on students who had been performing in the lower third of each class, we examine the differences between students who were successful in using computer‐based outlining to improve their performance on tests and those who were not successful. Results are interpreted in light of variables suggested by research as influencing the study process.