Using guided notes with academically at-risk high school students during a remedial summer social studies class

Note-Taking Techniques for Students With Disabilities

“…Hence, for future reference, Study 1 that involved high school students with disabilities will be referred to as Lazarus (1993). In the remaining three studies that did not report individual IQ scores of the participants, Hamilton et al (2000) reported that IQ scores ranged from 81 to 119 for the 7 participants, Lazarus (1991) described the intelligence of the 6 participants with LD as being within the average range, and Sweeney et al (1999) did not report intelligence of the 3 participants in their study. From this sample, 79 students (64.75%) had LD; 30 students (24.59%) had attention-deficit/hyperactivity disorder (ADHD); 8 students (6.56%) had EBD; 4 students (3.28%) had cognitive impairments (CI); and 1 student (0.82%) was identified as developmentally delayed (DD).…”

“…Middle to low socioeconomic standing was reported in two of the studies (Patterson, 2005;Sweeney et al, 1999), with regional locations reported for five of the studies as urban (Lazarus, 1991, 1993Sweeney et al, 1999), rural (Boyle & Weishaar, 2001), or metropolitan (Boyle, 2010b). Middle to low socioeconomic standing was reported in two of the studies (Patterson, 2005;Sweeney et al, 1999), with regional locations reported for five of the studies as urban (Lazarus, 1991, 1993Sweeney et al, 1999), rural (Boyle & Weishaar, 2001), or metropolitan (Boyle, 2010b).…”

“…As previously noted, the final sample consisted of nine studies found in eight articles (Boyle, 2010b, Boyle & Weishaar, 2001Evans et al, 1994-1995, Hamilton, Seibert, Gardner, & Talbert-Johnson, 2000Lazarus, 1991Lazarus, , 1993Patterson, 2005;Sweeney et al, 1999). The Evans et al (1994Evans et al ( -1995 article contained two studies (i.e., Studies 1 and 2).…”

Note-taking quality and performance on an L2 academic listening test

“…According to previous research, a lecture based on teachers' guided notes or handouts (sometimes accompanied by visual aids such as PowerPoint slides) is one of the most common modes of presentation (e.g. DeCarrico & Nattinger, 1988;Neef, McCord, & Ferreri, 2006;Sweeney et al, 1999). Also, many researchers have advocated the use of guided notes to foster students' quality notes and better performance on post-lecture tests (e.g.…”

“…Sweeney et al (1999) compared the notes taken with and without the use of guided notes and found that students correctly recorded more concepts and got better quiz scores under guided notes conditions. In Narjaikaew, Emarat, and Cowie's recent study (2009), students involved in the guided note-taking approach performed better on a conceptual test than students who were not involved in that approach.…”