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| Titel: |
Notetaking from textbooks: Effects of a columnar format on three categories of secondary students |
| Auteur: |
Horton, Steven V. Lovitt, Thomas C. Christensen, Charles C. |
| Verschenen in: |
Exceptionality |
| Paginering: | Jaargang 2 (1991) nr. 1 pagina's 19-40 |
| Jaar: |
1991 |
| Inhoud: |
We implemented a multiple-baseline design across social studies and science classes to examine the effectiveness of a columnar notetaking strategy. We designed the strategy to aid secondary students in the process of abstracting main ideas, special terms, and facts from their assigned textbooks on a paragraph by paragraph basis. The treatment involved a diagnostic-prescriptive approach to placing students with learning disabilities, students in remedial classes, and students without disabilities in three secondary-level instructional groups: teacher-directed, dyadic, and independent. The columnar notetaking strategy was effective in treatment, near-transfer, far-transfer, and maintenance conditions. We summarize the primary factors underlying treatment effectiveness, elaborate on distinct patterns in the data set, and discuss consumer applications. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 4 van 4 gevonden artikelen
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