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ERIC Number: EJ909905
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: ISSN-0731-9487
Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes
Boyle, Joseph R.
Learning Disability Quarterly, v33 n2 p93-109 Spr 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 negatively impacts their academic performance. This investigation sought to examine the effects of strategic note-taking on the recall and comprehension of middle-school students with LD. Forty students with LD were randomly assigned to either an experimental or a control group. Using strategic note-taking, students in the experimental group were taught to record notes independently while viewing a videotaped science lecture. Students who were taught strategic note-taking scored significantly higher on measures of immediate free recall, long term free recall, comprehension, and number of lecture points and words recorded in their notes than students in a control group who used conventional note-taking. The limitations of the research and implications of this technique for classroom application are discussed. (Contains 3 tables and 2 figures.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A