A large group of eighth-grade social studies students (N=101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A…

This study was motivated by the desire to explore the study skills employed by science students in senior high schools (SHS) in the Cape Coast metropolis across the Central Region of Ghana. A total of 600 SHS second-year science students, 354 males, and 244 females, took part in the investigation. The study adopted a cross-sectional survey design.…

The use of digital materials in educational settings is common, despite evidence indicating that comprehension of digital text is inferior to comprehension of printed text. A potential solution to this problem is to use learning strategies for deeper text processing. Text-highlighting is a strategy known to improve comprehension of printed text;…

This paper describes the academic consultation services offered to students with disabilities (SWD) at a small university. Each SWD is entitled to meet regularly with an academic consultant. The consultants are trained in offering a variety of services, including organization/time management, note-taking/reading comprehension strategies, goal…

The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…

The responsibility for knowledge acquisition is increasingly being shifted to students though the utilization of experiential learning, teamwork, online, and flipped classroom pedagogies. Students are expected to enter the classroom prepared to engage in thoughtful knowledge application activities; however, many students have not adequately…

A modified graphic organizer approach is suggested to provide motivation and structure to disabled students using textbooks. An eight-step sequence in using the graphic organizer as a study and comprehension aid to textbook learning is presented. (CL)

Indicates that taking notes has no long-term effect on retention of information, but that notes are useful as a source of information for review. (AEA)

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)

Thirty-eight sixth-grade students participated in a study that examined the relationship of conceptual tempo and performance on several study and reading activities. Results indicate that conceptual tempo may have a relationship to effective studying and reading. Methodology and results are discussed. (Author/JL)

A communicative classroom procedure designed to give students initial practice in deriving notes and summaries from a written text is described. Using various kinds of classroom interaction, the procedure allows practice in recognition, production, and evaluation of paragraph summaries in note form. A piece of text used with adult and college…

The study found that a computerized study guide was more effective than notetaking in increasing textbook comprehension with 18 remedial and 13 learning disabled ninth grade students in a world geography class. (DB)

The 12 activity-oriented units described in this study skills guide for students in the eighth, ninth, and tenth grades are designed to assist in the development of necessary study skills at most levels of competence and to reinforce already existing skills. The units in the guide also attempt to incorporate as much student activity as possible,…

Reports on a study that examined whether students' comprehension and recall of an expository passage would improve if they were given information about the organization of the passage before they read it. (HOD)

Suggests that when middle school teachers put greater emphasis on study skills, their students profit from greater confidence and understanding. (AEA)