Abstract
Notetaking is an important skill for secondary students in content-area classes. While most research on notetaking indicates its usefulness for effective recall of academic information, little literature exists on notetaking techniques for learning disabled adolescents, who often have problems organizing information. This article suggests two notetaking formats for learning disabled adolescents, as well as general instructional guidelines for notetaking. Since notetaking is not a singular process, it must be coordinated with other areas such as listening and study/test-taking strategies. Finally, notetaking is viewed as an individualized, active process on the part of students.
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