Briefly examines the research regarding taking notes from text. Proposes a four-stage model for teaching note taking that combines insight from schema theory and metacognitive research, which indicates that sentence summaries, main-idea paraphrasing, and periodic information summaries are beneficial forms of note taking. (Author/AYC)

Reviews research on psychophysiological approaches to learning and memory, focusing on memory aids, levels of rehearsal, and visual mnemotechnics. Explains and illustrates the use of study mapping, a system of note taking and studying appropriate for developmental reading courses. (DMM)

The article gives suggestions for teaching mainstreamed secondary level learning-disabled and other students notetaking skills. Adaptations to help the student when notes are taken from a lecture and when notes are taken from the chalkboard are offered and include giving the student a lecture outline on which to add notes. (DB)

Students often complain that lectures requiring simultaneous writing and listening is a difficult task. An alternative method is provided to teachers to facilitate note taking by students. (ZWH)

Explains two notetaking strategies used successfully by secondary school students with special needs in inclusive settings. One strategy, CALL UP, is for students to use while taking notes in class. The other, "A" NOTES, is for students to use for reviewing notes. In each case, each letter reminds students of a notetaking or note reviewing step.…

Suggests that one way reading teachers can begin to familiarize themselves with content area texts is to create network diagrams or maps of the information. (HOD)

These suggestions for helping adolescent students with mild disabilities take notes emphasize use of a skeleton outline of the main ideas and related concepts of a lecture, with space to maximize student responding as the student completes the outline during the lecture or reading of an assigned chapter. (DB)

This article reviews the research on notetaking and describes a new notetaking strategy that emphasizes manipulating and organizing information rather than writing it. Teacher prepared individual note items are graphically organized by students. Examples are used from Grade 10 social studies and Grade 9 English classes, both of which included…

This study demonstrated that a columnar notetaking strategy was an effective way for secondary teachers to help 198 heterogeneous students abstract the main ideas, special terms, and facts from textbooks. The treatment involved a diagnostic-prescriptive approach to placing students with learning disabilities, remedial students, and nondisabled…

Offers explicit methods for the preparation, presentation, and utilization of handouts for lectures or seminars. Suggests that successful implementation of these methods can encourage students to take these handouts home, to read them, to refer to them again, and to recognize the contents when it appears later in the course of study. (JJK)

This guidebook attempts to move theory into application by sharing ways that teachers fuse the teaching of learning processes with the teaching of course content. Chapters focus on: (1) motivating students to learn; (2) concentration and learning to focus; (3) time management; (4) remembering; (5) technical vocabulary; (6) streamlining study; (7)…

Based on the idea that teachers and researchers generally agree that students should learn how to study effectively and efficiently, this concept paper reviews the research in study skills; points out faulty assumptions about study skills as well as ineffective classroom practices; outlines some implications for instruction; and presents study…

Presents five preliminary conclusions about notetaking practices based on findings in the literature. Each conclusion is followed by a discussion of its implications for classroom instruction, and links between various lecturer and student behaviors and the external events of instruction are proposed. (Author/MBR)

Evaluated the effects of the study skills enhancement technique taught at Bowling Green State University Study Skills Laboratory on the test-taking performance of Sociology 101 students. Found that those students who participated in the program four or more hours per week performed better on tests. (SLM)

Describes a study conducted to assess the effects of teaching a structured notetaking procedure to Calculus I students. Reports higher success rates among students who learned the technique than students taking the course the previous term, and increasingly positive attitudes toward the procedure over the course of the term. (DMM)