Listening comprehension and recall abilities in adolescents with language-learning disabilities and without disabilities for social studies lectures

Ward-Lonergan, Jeannene M.; Liles, Betty Z.; Anderson, Angela M.

doi:10.1016/s0021-9924(97)00048-8

Cited by 21 publications

(22 citation statements)

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“…As such, the learners' ability to identify and utilize verbal cues, such as key phrases and changes in prosody, facilitates note-taking (Piolat et al 2005). Considering this, adolescents with languagebased disorders appear to be at a substantial disadvantage for comprehending spoken information and thus, for accessing lecture information (Ward-Lonergan et al, 1998).…”

Section: Lecture Note-takingmentioning

confidence: 99%

“…Multiple studies identify a significant correlation between listening comprehension and reading abilities (Curtis, 1980;Diakidoy, Stylianour, Karefillidou, & Papageorgiou, 2005;Sticht, Beck, Hauke, Kleinman & James, 1974). Thus researchers speculate that poor readers also struggle with listening comprehension tasks (Curtis, 1980;Sticht et al, 1974;Ward-Lonergan, Liles, & Anderson, 1998), like lecture note-taking. For instance, Curtis (1980) found that "skilled readers" outperformed "less skilled" readers on measures of decoding and listening comprehension, and Ward-Lonergan and colleagues (1998) found that individuals with language-based LDs demonstrated more difficulties recalling verbal information than their nondisabled peers.…”

Section: Introductionmentioning

confidence: 99%

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The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Oefinger

Peverly

2020

J Learn Disabil

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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 ( f2 = 1.94) and test-taking ( f2 = 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.

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Section: Lecture Note-takingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Oefinger

Peverly

2020

J Learn Disabil

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“…Because memory capacity is limited, success in classroom learning depends in part on the ability to selectively recall important facts rather than less relevant information. 6 We found 4 that children with severe traumatic brain injury (TBI) had difficulty in selectively recalling high-value words from a visually presented list, but they did not differ from agematched, healthy children in the number of words recalled.…”

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confidence: 96%

Verbal selective learning after traumatic brain injury in children

Hanten

Chapman

Gamino

et al. 2004

Annals of Neurology

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Selective learning (SL), the ability to select items to learn from among other items, engages cognitive control, which is purportedly mediated by the frontal cortex and its circuitry. Using incentive-based auditory word recall and expository discourse tasks, we studied the efficiency of SL in children ages 6 to 16 years who had sustained severe traumatic brain injury (TBI) at least 1 year earlier. We hypothesized that SL would be compromised by severe TBI. Results indicated that children with severe TBI performed significantly worse than age-matched typically developing children on word- and discourse-level measures of SL efficiency with no significant group differences in number of items recalled from auditory word lists or declarative facts. We conclude that severe TBI disrupts incentive-based cognitive control processes, possibly due to involvement of frontal neural networks.

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“…In many of their content‐area classes, students with LD must master difficult content and integrate high‐level thinking skills within problem‐solving activities (e.g., experiments and research reports) (Deshler et al, 2001). Moreover, students with LD must learn new skills and content while at the same time dealing with their own deficiencies in listening comprehension, written language, and reading (Mason & Graham, 2008; Schumaker & Deshler, 2009; Ward‐Lonergan, Lilies, & Anderson, 1998, 1999). To complicate matters, secondary teachers are less likely to provide substantive support in the form of accommodations and modifications to address students’ learning problems (Mastropieri & Scruggs, 2001), and by the time students with LD reach middle and high school, teachers expect them to be independent and autonomous learners who will meet the same standards as students without LD (Olson, 2004; Schumm et al, 1995).…”

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confidence: 99%

Note‐Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

Boyle

2012

Learn Disabil Res Pract

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As more secondary students with learning disabilities (LD) enroll in advanced content‐area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record accurate and complete notes, and then demonstrate their mastery of the content on tests. This article provides an overview of the challenges faced by students with LD in content‐area classes and discusses the problems that students have learning from lectures and recording notes. Further, the article discusses theory and research related to note‐taking and presents note‐taking interventions that teachers can use to help students improve their note‐taking skills, and ultimately, improve their achievement in these classes.

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Listening comprehension and recall abilities in adolescents with language-learning disabilities and without disabilities for social studies lectures

Cited by 21 publications

References 23 publications

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Verbal selective learning after traumatic brain injury in children

Note‐Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

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