Enhancing the Note taking Skills of Students with Mild Disabilities-Reference-Cited by-同舟云学术

Enhancing the Note taking Skills of Students with Mild Disabilities

Published:2001-03 Issue:4 Volume:36 Page:221-224
ISSN:1053-4512
Container-title:Intervention in School and Clinic
language:en
Short-container-title:Intervention in School and Clinic

Author:

Boyle Joseph R.¹

Affiliation:

1. Virginia Commonwealth University, Department of Teacher Education, PO Box 842020, Richmond, VA, 23284-2020

Abstract

Teachers can improve the note-taking skills of students with mild disabilities by either modifying their presentation during lectures or teaching students how to use note-taking techniques. This article begins with a vignette and then describes how teachers can modify their lectures and how they can teach note-taking techniques to students. The two note-taking techniques described are strategic note taking and guided notes.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/105345120103600405

Reference10 articles.

1. Hughes, C.A. (1996). Memory and test-taking strategies. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed. pp. 209-266). Denver, CO: Love.

2. Note-Taking Skills of University Students With and Without Learning Disabilities

3. Note-taking functions and techniques.

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