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Dec 28, 2020 · Note-taking makes demands of cognitive functions impacted by conditions like ADHD, dyslexia, and other learning disabilities. As such, students with these conditions are eligible for note-taking accommodations.
Jul 1, 2019 · The note-taking intervention was designed to assist SWD to take notes using the smartpen assistive technology, aid students in identifying key vocabulary content, amend their notes for errors or missed information, and establish a summary of the lecture.
- Rachael L. Joyce, Joseph R. Boyle
- 2020
Jun 1, 2019 · We aimed to answer four questions: why do students take notes, how do students take notes, what do students experience during class, and have students’ self-reported note-taking and classroom experiences changed? Minimal differences were observed regarding why current and former students take notes.
- Amber E. Witherby, Sarah K. Tauber
- 2019
Findings revealed that students who used note-taking techniques were effective at increasing scores on measures of achievement and the quality and quantity of notes recorded. Limitations and implications of note-taking techniques for content-area classrooms are discussed.
Jan 1, 2022 · However, the Allen et al. meta-analysis did not separate the influence of distraction from the notetaking method. Specifically, they acknowledged that digital notetaking also allows the influence of external distractions (e.g., email, web browsing) on learning performance.
- Daniel Voyer, Scott T. Ronis, Narissa Byers
- 2022
Aug 16, 2019 · Assistive technology (AT) can be useful for children with reading disabilities to assimilating text as well as boosting their reading. Children with reading disability using AT increased reading performance as much as a norm group, i.e. the students enhanced their reading ability despite no training in traditional reading remediation.
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Jan 6, 2020 · Prior research on typically functioning undergraduates indicates that skill in note-taking and test-taking is associated with four cognitive variables: handwriting speed, sustained attention, language comprehension, and background knowledge.
