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Note-Taking Techniques for Students with Disabilities: A Systematic Review of the Research
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Boyle, Joseph R.; Rivera, Tina Z. – Learning Disability Quarterly, 2012
This article provides a synthesis of note-taking research among students with learning disabilities or other high-incidence disabilities. A search of the professional literature between 1980 and 2010 yielded nine intervention studies, which were evaluated either in terms of effect size or percentage of nonoverlapping data. The studies examined…
Descriptors: Disabilities, Academic Achievement, Scores, Notetaking
Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes
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Boyle, Joseph R. – Learning Disability Quarterly, 2010
While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…
Descriptors: Middle School Students, Learning Disabilities, Notetaking, Science Education
Notetaking Formats for Learning Disabled Adolescents.
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Saski, Jim; And Others – Learning Disability Quarterly, 1983
The article suggests two notetaking formats for learning disabled adolescents, as well as general instructional guidelines for notetaking. Since notetaking is not a singular process, it must be coordinated with other areas such as listening and study/test-taking strategies. Finally, notetaking is viewed as an individualized, active process on the…
Descriptors: Learning Disabilities, Notetaking, Secondary Education, Study Skills
Effectiveness of a Concept Teaching Routine in Enhancing the Performance of LD Students in Secondary-Level Mainstream Classes.
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Bulgren, Janis; And Others – Learning Disability Quarterly, 1988
Evaluation of "Concept Diagrams" and a related "Concept Teaching Routine" used in nine secondary school classrooms which included 32 learning-disabled (LD) students, found that teachers successfully selected target concepts and implemented the teaching routine, whereas students (both LD and non-LD) demonstrated gains in concept acquisition,…
Descriptors: Cognitive Processes, Concept Formation, Learning Disabilities, Mainstreaming
Benefits of Notetaking: Implications for Secondary and Postsecondary Students with Learning Disabilities.
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Suritsky, Sharon K.; Hughes, Charles A. – Learning Disability Quarterly, 1991
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)
Descriptors: Learning Disabilities, Lecture Method, Listening Skills, Notetaking
The Pause Procedure and/or an Outline: Effect on Immediate Free Recall and Lecture Notes Taken by College Students with Learning Disabilities.
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Ruhl, Kathy L.; Suritsky, Sharon – Learning Disability Quarterly, 1995
Effects of a pausing procedure and a lecture outline on the notetaking performance of 33 college students with learning disabilities were investigated. Results found the pause procedure most effective for enhancing immediate recall of lecture ideas and completeness of lecture notes. (Author/PB)
Descriptors: College Instruction, College Students, Higher Education, Instructional Effectiveness
How Should Middle-School Students with LD Approach Online Note Taking? A Mixed-Methods Study
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Igo, L. Brent; Riccomini, Paul J.; Bruning, Roger H.; Pope, Ginger G. – Learning Disability Quarterly, 2006
This explanatory sequential mixed-methods study explored how the encoding of text ideas is affected when students with learning disabilities (LD) take notes from Web-based text. In the quantitative phase of the study, 15 students took three kinds of notes--typed, copy and paste, and written--with each kind of notes addressing a different topic.…
Descriptors: Notetaking, Qualitative Research, Learning Disabilities, Multiple Choice Tests