The Lecture Note-Taking Skills of Adolescents with and without Learning Disabilities

Autor/inn/en	Oefinger, Lisa M.; Peverly, Stephen T.
Titel	The Lecture Note-Taking Skills of Adolescents with and without Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 53 (2020) 3, S.176-188 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219419897268
Schlagwörter	Notetaking; Adolescents; Learning Disabilities; Students with Disabilities; High School Students; Cognitive Processes; Handwriting; Writing Skills; Listening Comprehension; Knowledge Level; Attention; Test Wiseness; Urban Schools; Reading Comprehension; Reading Tests; Vocabulary; Achievement Tests; Lecture Method; Correlation; Multiple Choice Tests; Nelson Denny Reading Tests; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Cognitive process; Kognitiver Prozess; Handschrift; Writing skill; Schreibfertigkeit; Hörverständnis; Wissensbasis; Aufmerksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseverstehen; Lesetest; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulleistung
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[superscript 2] = 1.94) and test-taking (f[superscript 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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01