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

• 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

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...