Premium
The Effects of Strategic Notetaking on the Recall and Comprehension of Lecture Information for High School Students with Learning Disabilities
Author(s) -
Boyle Joseph R.,
Weishaar Mary
Publication year - 2001
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/0938-8982.00014
Subject(s) - recall , psychology , comprehension , learning disability , study skills , control (management) , reading comprehension , mathematics education , note taking , medical education , developmental psychology , cognitive psychology , reading (process) , medicine , computer science , political science , law , programming language , artificial intelligence
This investigation examined the effects of strategic notetaking on the recall and comprehension of high school students with learning disabilities (LD) or educable mental retardation (EMR). Twenty‐six students with high incidence disabilities (LD or EMR) were randomly assigned by grade and disability to either an experimental or control group. Using strategic notetaking, students in the experimental group were taught to independently take notes while viewing a videotaped lecture. Students who were taught strategic notetaking scored significantly higher on measures of immediate free recall, long‐term free recall, comprehension, and number of notes recorded than students in the control group who used conventional notetaking. The limitations of the research and implications of this technique for classroom application are discussed.