NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes
Peer reviewed Peer reviewed
Direct linkDirect link
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
Benefits of Notetaking: Implications for Secondary and Postsecondary Students with Learning Disabilities.
Peer reviewed Peer reviewed
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
Efficacy of the Pause Procedure for Enhancing Learning Disabled and Nondisabled College Students' Long- and Short-Term Recall of Facts Presented through Lecture.
Peer reviewed Peer reviewed
Ruhl, Kathy L.; And Others – Learning Disability Quarterly, 1990
The effect of a lecture pausing procedure on performance of 15 learning-disabled and 15 nondisabled college students was evaluated. Findings indicate that 2-minute pauses spaced at logical breaks during videotaped lectures effectively enhanced student performance on immediate free-recall and objective test measures but not on long-term free…
Descriptors: College Students, Higher Education, Instructional Effectiveness, Learning Disabilities
The Pause Procedure and/or an Outline: Effect on Immediate Free Recall and Lecture Notes Taken by College Students with Learning Disabilities.
Peer reviewed Peer reviewed
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