This investigation examined the effects of strategic notetaking on the recall and comprehension of high school students with learning disabilities (LD) or educable mental retardation (EMR). Twenty‐six students with high incidence disabilities (LD or EMR) were randomly assigned by grade and disability to either an experimental or control group. Using strategic notetaking, students in the experimental group were taught to independently take notes while viewing a videotaped lecture. Students who were taught strategic notetaking scored significantly higher on measures of immediate free recall, long‐term free recall, comprehension, and number of notes recorded than students in the control group who used conventional notetaking. The limitations of the research and implications of this technique for classroom application are discussed.

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Reform changes were piloted by a rural special education cooperative in southern Illinois. This article describes the process used in one component of the reform, use of a problem-solving model at the prereferral level where curriculum-based measurement was a primary assessment. One observation was that fewer referrals were made for special education evaluations after the problem-solving model was put in place. Suggestions for improvement to the prereferral process are made.

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