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J-GLOBAL ID:201502225956347301   Reference number:15A0458875

Teaching Note-Taking to Students With Intellectual Disabilities: Effects of Guided Notes

知的障害のある生徒がメモをとるように指導する-ガイド付きノートの効果-
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Volume: 29  Issue:Page: 86-93  Publication year: Feb. 25, 2015 
JST Material Number: L4281A  ISSN: 0913-8013  Document type: Article
Article type: 原著論文  Country of issue: Japan (JPN)  Language: JAPANESE (JA)
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Science and engineering education  ,  Mental disorders 
Reference (11):
  • Boyle, J. R., & 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 & Practice, 16, 133-141.
  • Evans, S. W., Pelham, W., & Grudberg, M. V. (1994). The efficacy of notetaking to improve behavior and comprehension of adolescents with attention deficit hyperactivity disorder. Exceptionality, 5, 1-17.
  • Hamilton, S. L., Seibert, M. A., Gardner, R., & 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, 133-140.
  • Heward, W. L. (1994). Three "low-tech" strategies for increasing the frequency of active student response during group instruction. In R. Gardner, III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction. Belmont, CA: Thomson Brooks/Cole, pp. 283-320.
  • Heward, W. L., & Orlansky, M. D. (1993). Exceptional children (4th ed.). Columbus, OH: MacMillan.
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