The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities
Year: 2020
Type: article
Study design: Observational Study
Abstract: The note- and test-taking skills of typically functioning undergraduates are significantly and positively related to handwriting speed, listening comprehension, background knowledge and sustained attention. This study attempted to replicate these findings with two groups of high school students—those with and without the diagnosis of a learning disability (LD). Students without LD scored significantly higher than those with LD on handwriting speed, listening comprehension, background knowledge, sustained attention, quality of notes, and test performance. Results of regression analyses indicated that note-taking ( f 2 = 1.94) and test-taking ( f 2 = 2.69) were associated with listening comprehension and background knowledge predominately. If these results are replicated, they suggest that the variables related to note-taking in typically functioning undergraduates are similar to high school students with and without LD. Limitations and directions for future research are discussed.
Source: Journal of Learning Disabilities
Authors: Lisa M. Oefinger, Stephen T. Peverly
Institutions: Envision Education, Columbia University
Language: English
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W98010997