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Accepted (AM)Open Access (License Unspecified), Open
Journal article
Exploring the Effects of Digital Note Taking on Student Comprehension of Science Texts
Journal of special education technology, v 24(3), pp 45-61
01 Sep 2009
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study investigated the effects of text notes and voice notes on the comprehension of science texts by fifth grade students. The study was conducted to determine whether digital note taking was an effective reading strategy, and whether one form of digital note taking was more effective than the other. Results revealed that general education students made statistically significant gains for both science texts: Cells, and Heredity. For Cells, the voice notes group outperformed their text note peers at a level that was statistically significant. Special education students also made greater test gains using voice notes rather than text notes, and this difference was statistically significant for short-answer tests on Heredity. Additional analyses revealed diverse note taking strategies, which appeared consistent across media.
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Details
- Title
- Exploring the Effects of Digital Note Taking on Student Comprehension of Science Texts
- Creators
- Mark A. Horney - University of OregonLynne Anderson-Inman - University of OregonFatima Terrazas-Arellanes - University of OregonWilliam Schulte - Collier County Schools, Collier County, FloridaJon Mundorf - Collier County Schools, Collier County, FloridaSheri Wiseman - Collier County Schools, Collier County, FloridaKeith Smolkowski - Oregon Research InstituteJen Katz-Buonincontro - University of OregonMindy L. Frisbee - University of Oregon
- Publication Details
- Journal of special education technology, v 24(3), pp 45-61
- Publisher
- Sage
- Number of pages
- 17
- Grant note
- H327R050005 / U.S. Department of Education, Office of Special Education Programs (OSEP); US Department of Education
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000439583400005
- Scopus ID
- 2-s2.0-84898095352
- Other Identifier
- 991020546589904721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education, Special
- Rehabilitation