Examining Notetaking and Comprehension Skills of Undergraduate Student-Athletes with Learning Disabilities.
This study examined the impact of the Livescribe™ Symphony Smartpen assistive technology and the Cornell notetaking strategy on the lecture comprehension and quality of written notes of college student-athletes with learning disabilities. The study was conducted with five student-athletes who have d...
| Publicado en: | Virginia Social Science Journal Vol. 56; pp. 40 - 75 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Virginia Social Science Association
Spring2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=162990436&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 162990436 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 05071305 LV4 jtl: Virginia Social Science Journal issn: 05071305 maglogo: N pubinfo: dt: Spring2023 vid: 56 pid: 15131 pub: Virginia Social Science Association artinfo: ui: 162990436 ppf: 40 ppct: 35 formats: fmt: @attributes: type: P size: 5.5MB tig: atl: Examining Notetaking and Comprehension Skills of Undergraduate Student-Athletes with Learning Disabilities. aug: au: Belle, Michelle Walker, Tracy M. Rich, Ivana affil: Educational Leadership, Virginia State University Intercollegiate Athletics, Edward Waters University su: Virginia Learning disabilities Assistive technology Notetaking Recollection (Psychology) Comprehension testing College athletes sug: subj: Learning disabilities Assistive technology Virginia Notetaking Recollection (Psychology) Comprehension testing College athletes keyword: Cornell strategy educational tools learning disabilities Livescribe™ notetaking Student-athletes Cornell strategy educational tools learning disabilities Livescribe™ notetaking Student-athletes ab: This study examined the impact of the Livescribe™ Symphony Smartpen assistive technology and the Cornell notetaking strategy on the lecture comprehension and quality of written notes of college student-athletes with learning disabilities. The study was conducted with five student-athletes who have documented learning disabilities over a 10-week period in a personal and community health undergraduate course at a public university located in southeast Virginia. Data were collected using immediate free recall exercises, comprehension tests, students' notes and rubric, and students then completed a notetaking experience survey. Overall, individual scores on the comprehension test increased from the pre-intervention (M=7.60, SD=2.61) to the post-intervention phase (M=10.4, SD=3.65). The students' free recall exercise scores also increased from the pre-intervention (M=6.00, SD=1.58) to the post-intervention (M=7.60, SD=4.04) phase. Participants rated their notetaking experience as having a positive impact on their ability to comprehend lecture material. The highest positive ratings identified that the Cornell notetaking strategy helped them to organize main ideas of their lectures easier. Previous notetaking research identified notetaking efficiency as a challenge for students with students only recording between 20 to 40% of main concepts presented during a lecture (Kiewra, 1985). Results of the notetaking experience survey revealed that students felt that the Livescribe™ pen made it easier to take notes during lectures. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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