Study 1: Exploring the effects of digital note taking on student comprehension of science texts

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.

Author: 
Horney, M. A., Anderson-Inman, L., Terrazas-Arellanes, F., Schulte, W., Mundorf, J., Wiseman, S., Smolkowski, K., Katz-Buonincontro, J., & Frisbee, M. L.
Year: 
2009
Source: 
Journal of Special Education Technology, 24(3), 45-62.
Type: 
Related Research
Content Area: 
science
writing
Grade Level: 
middle school
Instructional Support: 
alternate access devices and systems
multiple formats of text and notation
opportunities to learn concepts
visualizations and models
Differentiation: 
multiple user profiles
student control
Embedded Resources: 
audio notes
Text-Embedded Prompts: 
audio recorded prompts
Text to Speech: 
reading rate control
recorded human narration
NSTA Content Standards: 
life science
science as inquiry