Summarizes research on the advantages of students taking their own notes, with suggestions for ways to take good notes. (AEA)

Explores the use of microcomputers in the study of literature, particularly in Hispanic studies. The philosophy and methodology of literary computing, electronic text preparation, note-taking, searching, indexing, tagging, text collating procedures, and poetry and literary analysis are discussed. (CB)

Using difficult materials, the authors attempted to improve college students' self-regulation by allowing extended study time before taking a test. The authors also examined whether background knowledge and note-taking strategies would be positively related to self-regulation. Results imply that test performance is more related to note taking and…

Notetaking research using short lecture readings and using actual classroom notes is presented. The pros and cons of taking notes are examined and tips for taking notes are detailed. Included are tips for preparing a lecture. (CT)

Suggests that readers need to be encouraged to use the text structure when identifying information in a text for later review. They also need to be advised to make summary statements in the margins of their texts when the important information is not explicitly stated in the text. (SR)

Literature on the efficiency of student note taking from lectures and the extent to which students learn as a direct or indirect result of taking notes is reviewed. Attention is also given to the relevance of research in this area to modern lecturing practice and to the problems of such research. (Author/MSE)

Research indicates that students with learning disabilities may experience significant difficulty with taking notes during teacher lectures. Approaches for helping students include task accommodations (such as taping the lectures or purchasing notes) and notetaking skill/strategy instruction (such as paraphrasing, outlining, using abbreviations,…

The literature on notetaking is reviewed, including theoretical perspectives and listener- and lecturer-controlled variables influencing both the encoding function and storage functions of notetaking. Findings are applied to training secondary and postsecondary students with learning disabilities in notetaking skills. (DB)

Examines theories and research related to notetaking and review, including levels of processing, transfer-appropriate processing, schema theory, long-term memory and forgetting, and metacognition. Reports findings from interviews with five university professors who have developed and teach courses in study skills or learning strategies regarding…

Research on notetaking as a learning strategy and on the related techniques of outlining and concept mapping is reviewed. The effectiveness of these techniques in helping the learner encode new information and their usefulness in interactive multimedia instruction are explored. Research strongly supports an external-storage function of notetaking…

This guide, written for parents, teachers, and students, presents advice on academic study habits derived from research data. Part 1 of the text presents the research evidence in five chapters: chapter 1 reviews common study skills problems; chapter 2 focuses specifically on research data from eight studies which successfully used precollege study…

Offers a brief introduction on the theory of schemata (dynamic, constructive processes by which people perceive and remember information) and its relation to reading instruction. Reviews three instructional techniques that seek to develop students' schemata, including PReP (Pre Reading Plan), ConStruct (Concept Structuring), and double-entry…

Reviews the literature on student notetaking and review behaviors and the effects of these behaviors on academic achievement. Ten factors that may constrain notetaking and review are presented, and their implications for improving study skills and conducting further research are discussed. (Author/CLB)

Surveys some of the research concerning underlining and notetaking and draws from it some suggestions for using the two study techniques in the classroom. (FL)

A review of the literature on lecture notetaking delineates research concerning learning from native-language (L1) lectures as a function of L1 notetaking, outlines accepted axioms of good notetaking, and suggests continued research to assess the utility of these axioms and to explore further second-language lecture information processing.…