Journal of Mother Tongue Education
Research Article
PDF BibTex RIS Cite

Effect of Note-Taking Instruction on Text-Recall

Year 2020, Volume: 8 Issue: 2, 427 - 446, 27.04.2020

İlhan ILTER

https://doi.org/10.16916/aded.692783

Abstract

Using a multiple baseline across design participants with multiple probes, this study aimed to investigate the efficacy of effective note-taking instruction on middle school students' text-recall. Participants identified by reading comprehension measures consisted of three 6th-grade middle-school students who had reading comprehension difficulties. The dependent variable of the study was the text-recall skill of students who experienced difficulty with comprehension. Independent variable was the effective note-taking instruction intervention. Text-recall measures based on determining the main ideas and details of expository text passages were used to measure improvement of participants' text-recall skills. The results indicated that each participant showed significant improvements in their percentage of text recall after completion of the intervention, and thus they improved their performance in reading comprehension compared their initial performance to that in baseline. Follow-up 2, 3 and 4 weeks at the end of the intervention, each of three participant maintained the setting goal and remained above their baseline performance.

Keywords

Note-taking, note-taking instruction, reading comprehension, direct instruction method

References

  • Akyol, H. (2018). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Armbruster, B. B. (2000). Taking notes from lectures. In R. F. Flippo and D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 175–200). Mahwah, NJ: Lawrence Erlbaum Assoc
  • Ateşman, E. (1997). Türkçede okunabilirliğin ölçülmesi. Dil Dergisi, 58, 71-74.
  • Bauer, A., and Koedinger, K. (2006). Pasting and encoding: Note-taking in online courses. In Proceedings of Sixth International Conference on Advanced Learning Technologies (pp. 789–793). Kerkrade: The Netherlands: IEEE Press.
  • Bellinger, D. B., and DeCaro, M. S. (2019). Note-taking format and difficulty impact learning from instructor-provided lecture notes. Quarterly Journal of Experimental Psychology, 72(12), 2807-2819.
  • Biancarosa, C., and Snow, C. E. (2006). Reading next: A vision for action and research in middle and high school literacy. A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
  • Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-hill education (UK).27.
  • Boyle, J. R. (2010). Note-taking skills of middle school students with and without learning disabilities. Journalo Learning Disabilities, 43(6), 530-540.
  • Boyle, J. R. and Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research and Practice, 16, 133–141.
  • Boyle, J. R., Forchelli, G. A., and Cariss, K. (2015). Note-taking interventions to assist students with disabilities in content area classes. Preventing School Failure: Alternative Education for Children and Youth, 59(3), 186-195.
  • Brown, S.A., and Miller, D.E. (1996). The active learner: Successful study strategies (2nd ed.). Los Angeles: Roxbury Publishing Company.
  • Bui, D. C., Myerson, J., and Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105(2), 299-309.
  • Cain, K., Oakhill, J. V., and Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681-694.
  • Carnahan, C. R., Williamson, P. S., and Christiman, J. (2011). Linking cognition and literacy in students with autism spectrum disorder. Teaching Exceptional Children, 43(6), 54–62.
  • Chandler, P., and Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
  • Chang, W.C., and Ku, Y.M. (2014). The effects of notetaking skills instruction on elementary students’ reading. Journal of Educational Research, 108(4), 278-291.
  • Cook, L. K., and Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley and J. R. Levin (Eds.), Cognitive strategy research (pp. 87–131). New York, NY: Springer.
  • Deshler, D. D., and Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52(6), 583-590.
  • Deshler, D.D., and Lenz, B.K. (1989). The strategies instructional approach. International Journal of Disability, Development, and Education, 36, 203-224.
  • Di Vesta, F. J., and Gray, G. S. (1972). Listening and note taking. Journal Of Educational Psychology, 63(1), 8-14.
  • Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., and Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23, 1-24.
  • Faber, J. E., Morris, J. D., and Lieberman, M. G. (2000). The effect of note taking on ninth grade students’ comprehension. Reading Psychology, 21, 257–270.
  • Gove, M., Vacca, J. A. L., Vacca, R. T., Burkey, L. C., Lenhart, L. A., and McKeon, C. A. (2011). Reading and learning to read (7 th edi.). Pearson: Allyn and Bacon.
  • Graves, A. (1986). Effects of direct instruction and metacomprehension training on finding main ideas. Learning Disabilities Research, 1, 90-100.
  • Greenwood, C. R., Delquadri, J. C., and Hall, R. V. (1984). Opportunities to respond and student academic achievement. In W. L. Heward, T. E. Heron, D. S. Hill, and J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 58-88). Columbus, OH: Merrill Publishing Company.
  • Hagaman, J. L., and Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle-school students at risk for failure in reading. Remedial and Special Education, 29, 222–234.
  • Hagaman, J. L., Casey, K. J., and Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure, 60(1), 43–52.
  • Halladay, J. L.(2012). Revisiting key assumptions of the reading level framework. The Reading Teacher, 66(1), 53-62.
  • Hamilton, S. L., Seibert, M. A., Gardner III, R., and Talbert-Johnson, C. (2000). Using guided notes to improve the academic achievement of incarcerated adolescents with learning and behavior problems. Remedial and Special Education, 21(3), 133-170.
  • Harris, A.J., and Sipay, E.R. (1990). How to increase reading ability: A guide to developmental and remedial methods. New York, NY: Longman.
  • Hartley, J. (1983). Notetaking research: Resetting the scoreboard. Bulletin of the British Psychological Society, 36, 13–14.
  • Horton, S.V., Lovitt, T.C., and Christensen, C.C. (1991). Notetaking from textbooks: Effects of a columnar format on three categories of secondary students. Exceptionality, 2, 19–40.
  • Hughes, C. A., and Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of Learning Disabilities, 27(1), 20-24.
  • İlter, İ. (2017). Notetaking skills instruction for development of middle school students’ notetaking performance. Psychology in the Schools, 54(6), 596–611.
  • İlter, İ. (2019). Kendini izleme öğretimi destekli not alma becerileri öğretiminin okuduğunu anlamaya etkisi. Eğitim ve Bilim, 44(198), 229-253.
  • Jitendra, A. K., Cole, C. L., Hoppes, M. K., and Wilson, B. (1998). Effects of a direct instruction main idea summarization program and self‐maintenance on reading comprehension of middle school students with learning disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14(4), 379-396.
  • Karpicke, J. D., and Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory and Cognition, 38(1), 116-124.
  • Katayama, A. D., and Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-133.
  • Katims, D.S., and Harris, S. (1997). Improving the reading comprehension of middle school students in inclusive classrooms. Journal of Adolescent and Adult Literacy, 41(2), 116-123.
  • Kesselman-Turkel, J., and Peterson, F. (2003). Note-taking made easy. University of Wisconsin Press.
  • Kiewra, K. A. (1985). Providing the instructor’s notes: An effective addition to student notetaking. Educational Psychologist, 20, 33–39.
  • Kiewra, K. A. (1987). Notetaking and review: The research and its implications. Instructional Science, 16, 233–249.
  • Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1, 147–172.
  • Kiewra, K. A., and DuBois, N. F. (1998). Learning to learn: Making the transition from student to life-long learner. Allyn and Bacon.
  • Kiewra, K. A., and Fletcher, H. J. (1984). The relationship between levels of note-taking and achievement. Human Learning: Journal of Practical Research and Applications, 3(4), 273–280.
  • Kiewra, K., Benton, S., Kim, S. I., Risch, N., and Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20, 172-187.
  • Kobayashi, K. (2006). Combined effects of note-taking/-reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26, 459–477.
  • Landrum, R. E. (2010). Faculty and student perceptions of providing instructor lecture notes to students: Match or mismatch? Journal of Instructional Psychology, 37, 216–221.
  • Lane, J. D., and Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3-4), 445-463.
  • Lazarus, B. D. (1991). Guided notes, review, and achievement of secondary students with learning disabilities in mainstream content courses. Education and Treatment of Children, 14(2), 112-127.
  • Lee, P. L., Lan, W., Hamman, D., and Hendricks, B. (2008). The effects of teaching notetaking strategies on elementary students’ science learning. Instructional Science, 36, 191–201.
  • Lewis, R.B., and Doorlag, D.H. (1991). Teaching special student in the mainstream (3rd ed.). Columbus, OH: Merrill Publishing Company.
  • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240–246.
  • Mercer, C.D., and Mercer, A.R. (1998). Teaching students with learning problems (5th ed.). Columbus, OH: Merrill/Prentice Hall Publishing Company.
  • Nist, S.L., and Holschuh, J.L. (2000). Comprehension strategies at the college level. In R.F. Flippo and D.C. Caverly (Eds.), Handbook of college reading and study strategies (pp. 75–104). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • O'donnell, A., and Dansereau, D. F. (1993). Learning from lectures: Effects of cooperative review. The Journal of Experimental Education, 61(2), 116-125.
  • O’Malley, J. M., and Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
  • Oefinger, L. M., and Peverly, S. T. (2014). The lecture note-taking skills of adolescents with and without learning disabilities. Journal of Learning Disabilities, 1–13.
  • Palincsar, A.S., and Brown, A.L. (1985). Reciprocal teaching of comprehension-fostering and comprehension-maintenance activities. Cognition and Instruction, 1, 1 17-175.
  • Peverly, S. T., and Wolf, A. D. (2019). Note-taking. In J. Dunlosky and K. A. Rawson (Eds.), Cambridge handbook of cognition and education (pp. 320–355). Cambridge University Press.
  • Peverly, S. T., Brobst, K., Graham, M., and Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of selfregulation, note-taking, and test-taking. Journal of Educational Psychology, 95, 335–346.
  • Peverly, S. T., Garner, J. K., and Vekaria, P. C. (2014). Both handwriting speed and selective attention are important to lecture note-taking. Reading and Writing: An Interdisciplinary Journal, 27, 1–30
  • Peverly, S. T., Marcelin, G. E., and Kern, M. B. (2014). Tailoring interventions for students with difficulties in lecture note-taking. In J. T. Mascolo, D. P. Flanagan, and V. C. Alfonso (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners (pp. 387–414). John Wiley.
  • Peverly, S. T., Ramasamy, V., Brown, C., Sumowski, J., Alidoost, M., and Garner, J. (2007). What predicts skill in lecture note taking? Journal of Educational Psychology, 99, 167–180.
  • Peverly, S. T., Vekaria, P. C., Reddington, L. A., Sumowski, J. F., Johnson, K. R., and Ramsay, C. M. (2013). The relationship of handwriting speed, working memory, language comprehension and outlines to lecture note-taking and test-taking among College students. Applied Cognitive Psychology, 27, 115–126.
  • Piolat, A., Olive, T., and Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19, 291–312.
  • Polloway, E A., and Patton, J.R.(1997). Strategies for teaching learners with special needs (6th ed.), Columbus, OH: Merrill/ Prentice Hall Publishing Company.
  • Pressley, M., and McCormick, C. B. (1995). Advanced educational psychology for educators, researchers and policymakers. New York: Harper-Colli.
  • Rahmani, M., and Sadeghi, K. (2011). Effects of note-taking training on reading comprehension and recall. The Reading Matrix, 11, 116–128.
  • RAND Reading Study Group. (2002). Reading for understanding: Toward an RandD program in reading comprehension. Santa Monica, CA: RAND.
  • Richards, S. B., Taylor, R., Ramasamy, R., and Richards, R. Y. (1999). Singlesubject research: application in educational and clinical settings. San Diego: Singular Pub. Group.
  • Rickards, J. P., Fajen, B. R., Sullivan, J. F., and Gillespie, G. (1997). Signaling, notetaking, and field independence ependence in text comprehension and recall. Journal of Educational Psychology, 89, 508 –517.
  • Robinson, D. H., Katayama, A. D., Odom, S., Beth, A., Hsieh, Y. P., and Vanderveen, A. (2006). Increasing text comprehension and graphic note-taking using a partial graphic organizer task. Journal of Educational Research, 100, 103-111.
  • Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale, IL: Southern Illinois University Press.
  • Samuelstuen, M. S., and Braten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107–117.
  • Scardamalia, M., and Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 778–803). New York, NY: Macmillan.
  • Shell, D., Colvin, C., and Bruning, R. (1995). Develop- mental and ability differences in self-efficacy causal attribution, and outcome expectancy mechanisms in reading and writing achievement. Journal ofEducational Psychology, 87, 386-398.
  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., and Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158–176.
  • Slotte, V., and Lonka, K. (1999). Review and process effects of spontaneous note-taking on text comprehension. Contemporary Educational Psychology, 24, 1–20.
  • Smagorinsky, P. (2001). If meaning is constructed, what is it made from? Toward a cultural theory of reading. Review Of Educational Research, 71(1), 133-169.
  • Spires, H. A. (1992). Learning from a lecture: Effects of comprehension maintenance. Reading Research and Instruction, 32, 19–30.
  • Spires, H. A., and Stone, P. D. (1989). The directed notetaking activity: A self-questioning approach. Journal of Reading, 33, 36–39.
  • Stefanou, C., Hoffman, L., and Vielee, N. (2008). Note-taking in the college classroom as evidence of generative learning. Learning Environments Research, 11(1), 1-17.
  • Suritsky, S. K. (1993). Note-taking difficulties and approaches reported by university students with learning disabilities. Journal on Postsecondary Education and Disability, 10(1), 3–10
  • Suritsky, S. K., and Hughes, C. A. (1996). Notetaking strategy instruction. In D. D. Deshler, E. S. Ellis, and B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed., pp. 267–312). Denver, CO: Love Publishing Company.
  • Sweeney, W. J., Ehrhardt, A. M., Gardner, R., Jones, L., Greenfield, R., and Fribley, S. (1999). Using guided notes with academically at‐risk high school students during a remedial summer social studies class. Psychology in the Schools, 36(4), 305-318.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Titsworth, B. S., and Kiewra, K. A. (2004). Spoken organizational lecture cues and student notetaking as facilitators of student learning. Contemporary Educational Psychology, 29, 447–461.
  • Tompkins, G.E. (2006). Literacy for the 21st century: A balanced approach (4th ed.). Upper Saddle Nehir, NJ: Pearson.
  • Tsai, T. S., and Wu, Y. (2010). Effects of note-taking instruction and note-taking languages on college EFL students’ listening comprehension. New Horizons in Education, 58, 120–132.
  • Van-Meter, P., Yokoi, L., and Pressley, M. (1994). College students’ theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86, 323–338.
  • Vaughn, S., and Marrin, P. (2019). Research foundations of passport reading journeys. Erişim http://voyagersopris.com sitesinden yapılmıştır.
  • Vekaria, P. C., and Peverly, S. T. (2018). Lecture note-taking in post-secondary students with attention-deficit/hyperactivity disorder. Reading and Writing: An Interdisciplinary Journal, 31, 1551–1573.
  • White, C. J. (1996). Note-taking and traces of cognition in language learning. RELC Journal, 27, 89-102.
  • Williams, J. P. (1986). Teaching children to identify the main idea of expository texts. Exceptional Children, 53, 163-168.
  • Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345–376.

Not Alma Öğretiminin Metin Hatırlamaya Etkisi

Year 2020, Volume: 8 Issue: 2, 427 - 446, 27.04.2020

İlhan ILTER

https://doi.org/10.16916/aded.692783

Abstract

Yoklama evreli denekler arası çoklu yoklama deseninin kullanıldığı bu araştırmanın amacı, doğrudan öğretim yöntemi kullanılarak etkili not alma öğretiminin ortaokul öğrencilerinin metin hatırlama becerileri üzerinde etkisini test etmektir. Bu amaç doğrultusunda araştırmanın katılımcılarını okuduğunu anlama güçlüğü olan üç altıncı sınıf öğrencisi oluşturmaktadır. Araştırmanın bağımlı değişkeni okuduğunu anlama güçlüğü olan öğrencilerin metin hatırlama becerisidir. Bağımsız değişkeni ise etkili not alma becerileri ile ilgili öğretim uygulamasıdır. Katılımcıların metin hatırlama becerilerindeki gelişmeyi ölçmek için bilgilendirici metinlerin ana fikir ve detaylarını belirlemeye dayalı metin hatırlama testleri kullanılmıştır. Araştırmanın sonucunda her bir katılımcının öğretim uygulaması sonunda metin hatırlama yüzdelerinde belirgin artışlar sergilediği, böylece başlama düzeyi verileri ile karşılaştırıldığında okuduğunu anlama becerilerinde önemli ölçüde başarı sağladığı bulunmuştur. Öğretim oturumlarının sona ermesinden sonra 2, 3 ve 4. Haftalarda yapılan izleme yoklamalarında bütün katılımcıların hedeflenen ölçütü koruduğu gözlenmiştir.doğrudan öğretim yöntemi

Keywords

Not alma, not alma öğretimi, okuduğunu anlama, doğrudan öğretim yöntemi

References

  • Akyol, H. (2018). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Armbruster, B. B. (2000). Taking notes from lectures. In R. F. Flippo and D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 175–200). Mahwah, NJ: Lawrence Erlbaum Assoc
  • Ateşman, E. (1997). Türkçede okunabilirliğin ölçülmesi. Dil Dergisi, 58, 71-74.
  • Bauer, A., and Koedinger, K. (2006). Pasting and encoding: Note-taking in online courses. In Proceedings of Sixth International Conference on Advanced Learning Technologies (pp. 789–793). Kerkrade: The Netherlands: IEEE Press.
  • Bellinger, D. B., and DeCaro, M. S. (2019). Note-taking format and difficulty impact learning from instructor-provided lecture notes. Quarterly Journal of Experimental Psychology, 72(12), 2807-2819.
  • Biancarosa, C., and Snow, C. E. (2006). Reading next: A vision for action and research in middle and high school literacy. A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
  • Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-hill education (UK).27.
  • Boyle, J. R. (2010). Note-taking skills of middle school students with and without learning disabilities. Journalo Learning Disabilities, 43(6), 530-540.
  • Boyle, J. R. and Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research and Practice, 16, 133–141.
  • Boyle, J. R., Forchelli, G. A., and Cariss, K. (2015). Note-taking interventions to assist students with disabilities in content area classes. Preventing School Failure: Alternative Education for Children and Youth, 59(3), 186-195.
  • Brown, S.A., and Miller, D.E. (1996). The active learner: Successful study strategies (2nd ed.). Los Angeles: Roxbury Publishing Company.
  • Bui, D. C., Myerson, J., and Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105(2), 299-309.
  • Cain, K., Oakhill, J. V., and Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681-694.
  • Carnahan, C. R., Williamson, P. S., and Christiman, J. (2011). Linking cognition and literacy in students with autism spectrum disorder. Teaching Exceptional Children, 43(6), 54–62.
  • Chandler, P., and Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
  • Chang, W.C., and Ku, Y.M. (2014). The effects of notetaking skills instruction on elementary students’ reading. Journal of Educational Research, 108(4), 278-291.
  • Cook, L. K., and Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley and J. R. Levin (Eds.), Cognitive strategy research (pp. 87–131). New York, NY: Springer.
  • Deshler, D. D., and Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52(6), 583-590.
  • Deshler, D.D., and Lenz, B.K. (1989). The strategies instructional approach. International Journal of Disability, Development, and Education, 36, 203-224.
  • Di Vesta, F. J., and Gray, G. S. (1972). Listening and note taking. Journal Of Educational Psychology, 63(1), 8-14.
  • Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., and Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23, 1-24.
  • Faber, J. E., Morris, J. D., and Lieberman, M. G. (2000). The effect of note taking on ninth grade students’ comprehension. Reading Psychology, 21, 257–270.
  • Gove, M., Vacca, J. A. L., Vacca, R. T., Burkey, L. C., Lenhart, L. A., and McKeon, C. A. (2011). Reading and learning to read (7 th edi.). Pearson: Allyn and Bacon.
  • Graves, A. (1986). Effects of direct instruction and metacomprehension training on finding main ideas. Learning Disabilities Research, 1, 90-100.
  • Greenwood, C. R., Delquadri, J. C., and Hall, R. V. (1984). Opportunities to respond and student academic achievement. In W. L. Heward, T. E. Heron, D. S. Hill, and J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 58-88). Columbus, OH: Merrill Publishing Company.
  • Hagaman, J. L., and Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle-school students at risk for failure in reading. Remedial and Special Education, 29, 222–234.
  • Hagaman, J. L., Casey, K. J., and Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure, 60(1), 43–52.
  • Halladay, J. L.(2012). Revisiting key assumptions of the reading level framework. The Reading Teacher, 66(1), 53-62.
  • Hamilton, S. L., Seibert, M. A., Gardner III, R., and Talbert-Johnson, C. (2000). Using guided notes to improve the academic achievement of incarcerated adolescents with learning and behavior problems. Remedial and Special Education, 21(3), 133-170.
  • Harris, A.J., and Sipay, E.R. (1990). How to increase reading ability: A guide to developmental and remedial methods. New York, NY: Longman.
  • Hartley, J. (1983). Notetaking research: Resetting the scoreboard. Bulletin of the British Psychological Society, 36, 13–14.
  • Horton, S.V., Lovitt, T.C., and Christensen, C.C. (1991). Notetaking from textbooks: Effects of a columnar format on three categories of secondary students. Exceptionality, 2, 19–40.
  • Hughes, C. A., and Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of Learning Disabilities, 27(1), 20-24.
  • İlter, İ. (2017). Notetaking skills instruction for development of middle school students’ notetaking performance. Psychology in the Schools, 54(6), 596–611.
  • İlter, İ. (2019). Kendini izleme öğretimi destekli not alma becerileri öğretiminin okuduğunu anlamaya etkisi. Eğitim ve Bilim, 44(198), 229-253.
  • Jitendra, A. K., Cole, C. L., Hoppes, M. K., and Wilson, B. (1998). Effects of a direct instruction main idea summarization program and self‐maintenance on reading comprehension of middle school students with learning disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14(4), 379-396.
  • Karpicke, J. D., and Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory and Cognition, 38(1), 116-124.
  • Katayama, A. D., and Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-133.
  • Katims, D.S., and Harris, S. (1997). Improving the reading comprehension of middle school students in inclusive classrooms. Journal of Adolescent and Adult Literacy, 41(2), 116-123.
  • Kesselman-Turkel, J., and Peterson, F. (2003). Note-taking made easy. University of Wisconsin Press.
  • Kiewra, K. A. (1985). Providing the instructor’s notes: An effective addition to student notetaking. Educational Psychologist, 20, 33–39.
  • Kiewra, K. A. (1987). Notetaking and review: The research and its implications. Instructional Science, 16, 233–249.
  • Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1, 147–172.
  • Kiewra, K. A., and DuBois, N. F. (1998). Learning to learn: Making the transition from student to life-long learner. Allyn and Bacon.
  • Kiewra, K. A., and Fletcher, H. J. (1984). The relationship between levels of note-taking and achievement. Human Learning: Journal of Practical Research and Applications, 3(4), 273–280.
  • Kiewra, K., Benton, S., Kim, S. I., Risch, N., and Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20, 172-187.
  • Kobayashi, K. (2006). Combined effects of note-taking/-reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26, 459–477.
  • Landrum, R. E. (2010). Faculty and student perceptions of providing instructor lecture notes to students: Match or mismatch? Journal of Instructional Psychology, 37, 216–221.
  • Lane, J. D., and Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3-4), 445-463.
  • Lazarus, B. D. (1991). Guided notes, review, and achievement of secondary students with learning disabilities in mainstream content courses. Education and Treatment of Children, 14(2), 112-127.
  • Lee, P. L., Lan, W., Hamman, D., and Hendricks, B. (2008). The effects of teaching notetaking strategies on elementary students’ science learning. Instructional Science, 36, 191–201.
  • Lewis, R.B., and Doorlag, D.H. (1991). Teaching special student in the mainstream (3rd ed.). Columbus, OH: Merrill Publishing Company.
  • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240–246.
  • Mercer, C.D., and Mercer, A.R. (1998). Teaching students with learning problems (5th ed.). Columbus, OH: Merrill/Prentice Hall Publishing Company.
  • Nist, S.L., and Holschuh, J.L. (2000). Comprehension strategies at the college level. In R.F. Flippo and D.C. Caverly (Eds.), Handbook of college reading and study strategies (pp. 75–104). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • O'donnell, A., and Dansereau, D. F. (1993). Learning from lectures: Effects of cooperative review. The Journal of Experimental Education, 61(2), 116-125.
  • O’Malley, J. M., and Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
  • Oefinger, L. M., and Peverly, S. T. (2014). The lecture note-taking skills of adolescents with and without learning disabilities. Journal of Learning Disabilities, 1–13.
  • Palincsar, A.S., and Brown, A.L. (1985). Reciprocal teaching of comprehension-fostering and comprehension-maintenance activities. Cognition and Instruction, 1, 1 17-175.
  • Peverly, S. T., and Wolf, A. D. (2019). Note-taking. In J. Dunlosky and K. A. Rawson (Eds.), Cambridge handbook of cognition and education (pp. 320–355). Cambridge University Press.
  • Peverly, S. T., Brobst, K., Graham, M., and Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of selfregulation, note-taking, and test-taking. Journal of Educational Psychology, 95, 335–346.
  • Peverly, S. T., Garner, J. K., and Vekaria, P. C. (2014). Both handwriting speed and selective attention are important to lecture note-taking. Reading and Writing: An Interdisciplinary Journal, 27, 1–30
  • Peverly, S. T., Marcelin, G. E., and Kern, M. B. (2014). Tailoring interventions for students with difficulties in lecture note-taking. In J. T. Mascolo, D. P. Flanagan, and V. C. Alfonso (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners (pp. 387–414). John Wiley.
  • Peverly, S. T., Ramasamy, V., Brown, C., Sumowski, J., Alidoost, M., and Garner, J. (2007). What predicts skill in lecture note taking? Journal of Educational Psychology, 99, 167–180.
  • Peverly, S. T., Vekaria, P. C., Reddington, L. A., Sumowski, J. F., Johnson, K. R., and Ramsay, C. M. (2013). The relationship of handwriting speed, working memory, language comprehension and outlines to lecture note-taking and test-taking among College students. Applied Cognitive Psychology, 27, 115–126.
  • Piolat, A., Olive, T., and Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19, 291–312.
  • Polloway, E A., and Patton, J.R.(1997). Strategies for teaching learners with special needs (6th ed.), Columbus, OH: Merrill/ Prentice Hall Publishing Company.
  • Pressley, M., and McCormick, C. B. (1995). Advanced educational psychology for educators, researchers and policymakers. New York: Harper-Colli.
  • Rahmani, M., and Sadeghi, K. (2011). Effects of note-taking training on reading comprehension and recall. The Reading Matrix, 11, 116–128.
  • RAND Reading Study Group. (2002). Reading for understanding: Toward an RandD program in reading comprehension. Santa Monica, CA: RAND.
  • Richards, S. B., Taylor, R., Ramasamy, R., and Richards, R. Y. (1999). Singlesubject research: application in educational and clinical settings. San Diego: Singular Pub. Group.
  • Rickards, J. P., Fajen, B. R., Sullivan, J. F., and Gillespie, G. (1997). Signaling, notetaking, and field independence ependence in text comprehension and recall. Journal of Educational Psychology, 89, 508 –517.
  • Robinson, D. H., Katayama, A. D., Odom, S., Beth, A., Hsieh, Y. P., and Vanderveen, A. (2006). Increasing text comprehension and graphic note-taking using a partial graphic organizer task. Journal of Educational Research, 100, 103-111.
  • Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale, IL: Southern Illinois University Press.
  • Samuelstuen, M. S., and Braten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107–117.
  • Scardamalia, M., and Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 778–803). New York, NY: Macmillan.
  • Shell, D., Colvin, C., and Bruning, R. (1995). Develop- mental and ability differences in self-efficacy causal attribution, and outcome expectancy mechanisms in reading and writing achievement. Journal ofEducational Psychology, 87, 386-398.
  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., and Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158–176.
  • Slotte, V., and Lonka, K. (1999). Review and process effects of spontaneous note-taking on text comprehension. Contemporary Educational Psychology, 24, 1–20.
  • Smagorinsky, P. (2001). If meaning is constructed, what is it made from? Toward a cultural theory of reading. Review Of Educational Research, 71(1), 133-169.
  • Spires, H. A. (1992). Learning from a lecture: Effects of comprehension maintenance. Reading Research and Instruction, 32, 19–30.
  • Spires, H. A., and Stone, P. D. (1989). The directed notetaking activity: A self-questioning approach. Journal of Reading, 33, 36–39.
  • Stefanou, C., Hoffman, L., and Vielee, N. (2008). Note-taking in the college classroom as evidence of generative learning. Learning Environments Research, 11(1), 1-17.
  • Suritsky, S. K. (1993). Note-taking difficulties and approaches reported by university students with learning disabilities. Journal on Postsecondary Education and Disability, 10(1), 3–10
  • Suritsky, S. K., and Hughes, C. A. (1996). Notetaking strategy instruction. In D. D. Deshler, E. S. Ellis, and B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2nd ed., pp. 267–312). Denver, CO: Love Publishing Company.
  • Sweeney, W. J., Ehrhardt, A. M., Gardner, R., Jones, L., Greenfield, R., and Fribley, S. (1999). Using guided notes with academically at‐risk high school students during a remedial summer social studies class. Psychology in the Schools, 36(4), 305-318.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Titsworth, B. S., and Kiewra, K. A. (2004). Spoken organizational lecture cues and student notetaking as facilitators of student learning. Contemporary Educational Psychology, 29, 447–461.
  • Tompkins, G.E. (2006). Literacy for the 21st century: A balanced approach (4th ed.). Upper Saddle Nehir, NJ: Pearson.
  • Tsai, T. S., and Wu, Y. (2010). Effects of note-taking instruction and note-taking languages on college EFL students’ listening comprehension. New Horizons in Education, 58, 120–132.
  • Van-Meter, P., Yokoi, L., and Pressley, M. (1994). College students’ theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86, 323–338.
  • Vaughn, S., and Marrin, P. (2019). Research foundations of passport reading journeys. Erişim http://voyagersopris.com sitesinden yapılmıştır.
  • Vekaria, P. C., and Peverly, S. T. (2018). Lecture note-taking in post-secondary students with attention-deficit/hyperactivity disorder. Reading and Writing: An Interdisciplinary Journal, 31, 1551–1573.
  • White, C. J. (1996). Note-taking and traces of cognition in language learning. RELC Journal, 27, 89-102.
  • Williams, J. P. (1986). Teaching children to identify the main idea of expository texts. Exceptional Children, 53, 163-168.
  • Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345–376.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

İlhan ILTER
KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ
0000-0002-4411-200X
Türkiye

Publication Date April 27, 2020
Published in Issue Year 2020Volume: 8 Issue: 2

Cite

APA Ilter, İ. (2020). Not Alma Öğretiminin Metin Hatırlamaya Etkisi . Ana Dili Eğitimi Dergisi , 8 (2) , 427-446 . DOI: 10.16916/aded.692783

88x31.png

Attribution-NonCommercial 4.0 International