Note-Taking Skills of Middle School Students With and Without Learning Disabilities

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importa...

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Bibliographic Details
Published in	Journal of learning disabilities Vol. 43; no. 6; pp. 530 - 540
Main Author	Boyle, Joseph R.
Format	Journal Article
Language	English
Published	Los Angeles, CA SAGE Publications 01.11.2010 SAGE Publications and Hammill Institute on Disabilities Sage Publications SAGE PUBLICATIONS, INC
Subjects	Adolescent Adolescents Biological and medical sciences Case-Control Studies Child Child clinical studies Classroom discussion Comparative Analysis Control Groups Developmental disorders Documentation Female Humans Learning Learning Disabilities Learning disabled students Learning disorders Learning Disorders - physiopathology Lecture Method Lectures Listening Listening Skills Male Medical sciences Middle School Students Middle schools Note taking Notetaking Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Recording Science Education Special education Students with disabilities Task Performance and Analysis Teaching Methods Writing learning disabilities content area classes lecture middle school students note-taking Human Experimental study Student Thaught subject School environment Preadolescent Note taking Skill Reading Language Sciences Learning disability Adolescent Comparative study
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Summary:	For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	0022-2194 1538-4780 1538-4780
DOI:	10.1177/0022219410371679