Research Article
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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

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  • 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.
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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

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  • 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.
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There are 96 citations in total.

Details

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

İlhan Ilter 0000-0002-4411-200X

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

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