The effects of note-taking skills instruction on elementary students reading

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/108100

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/108100

Title:	The effects of note-taking skills instruction on elementary students reading
Authors:	辜玉旻;Chang, Wan-Chen;Ku, Yu-Min
Contributors:	文學院學習與教學研究所
Keywords:	Control Groups;Educational evaluation;Effectiveness studies;Elementary education;Elementary School Students;Experimental Groups;Foreign Countries;Grade 4;Learning Strategies;Lesson Plans;Note taking;Notetaking;Performance Based Assessment;Performance evaluation;Pretests Posttests;Reading Comprehension;Reading Difficulties;Reading instruction;Reading Skills;Reading Strategies;Recall;Skill Development;strategy instruction;Students;Study Skills;Taiwan;Teaching;Teaching methods;Visual Aids
Date:	2015-07-04
Issue Date:	2026-04-23 14:35:55 (UTC+8)
Publisher:	Routledge;Bloomington: Routledge
Abstract:	摘要： The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students' performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction. 出版者： Bloomington: Routledge 出版日期： 2015-07-04 出處： The Journal of Educational Research, 2015-07, Vol.108 (4), p.278-291 資源來源： Education Resources Information Center (ERIC) 版權： Copyright © Taylor & Francis Group, LLC 2015 版權： Copyright © 2015 Taylor & Francis Group, LLC 版權： Copyright Taylor & Francis Inc. 2015 識別號： ISSN: 0022-0671 識別號： EISSN: 1940-0675 識別號： DOI: 10.1080/00220671.2014.886175 識別號： CODEN: JEDRAP
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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