Student Learning Strategies
Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 133-141.
This study of 26 students with high incidence disabilities found that those who were taught strategic note taking skills recorded more notes and scored higher on measures of immediate free recall, long-term free recall, and comprehension.
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