The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the LD students performed significantly lower on all variables. (Author/DB)

To facilitate the extemporaneous speaking style, the preferred method of speech delivery in public speaking classes, students are advised to take a notecard with key words and phrases on it with them as they deliver the speech. In other words, the speech is to be well rehearsed but not given completely from memory or from a detailed manuscript.…

The booklet offers techniques to help language learning disabled college students and their tutors improve test-taking performance. The importance of mastering time management and study skills is stressed. Basic notetaking guidelines are presented, including use of a two-column system so that material on the right may be consolidated and…

A survey of 31 college students with learning disabilities found few used comprehensive and effective notetaking techniques, with only a small number requesting notetaking accommodations. Major difficulties included speed of writing, paying attention, making sense of notes afterward, and deciding what information to record. Programing and research…

A discussion of strategies for helping the growing number of students with learning disabilities succeed in college work looks at classroom and organizational techniques the teacher can use, the value of notetaking and test-taking skills, and the advantages of coordination between faculty and related school services. (MSE)

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)

This article presents findings from a questionnaire survey of 136 male students, 62 with dyslexia and 74 without dyslexia, from 17 British higher education institutions. The students with dyslexia reported difficulties with a wide range of skills and academic tasks, notably note taking, organization of essays and expressing ideas in writing. They…

A study compared the effect of two different lecture pause procedures (pauses used for reflection and notetaking; pauses used for discussion) on the recall and note completeness of 27 college students with learning disabilities. Results show independent reflection meant fewer ideas partially recorded in notes, but otherwise no significant…

The ninth yearbook of innovative learning strategies presents the following articles, grouped in three major sections. The first section, Program Models, contains: (1) "Cooperative Learning in a Study Skills Course" (Corrine Plotkin); (2) "Peer Tutor Preparation: A Guide to Training" (Kathy Carpenter); (3) "A Community…

Higher Education for Learning Problems (H.E.L.P.) is a tutorial program for students at Marshall University (West Virginia) who have learning disabilities. Tutoring in coursework is done by graduate assistants under the supervision of the director or assistant director. Remedial instruction in reading, spelling, and written language is provided by…

This handbook is designed to provide City University of New York faculty with practical information and suggestions to help them meet the needs of disabled students in their classrooms. An overview on teaching students with disabilities is provided, followed by discussions of specific topics including coping with mobility and hand-function…