Seventh-graders' self-regulatory note-taking from text

Perceptions, preferences, and practices

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Sixty-six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note-taking preferences and abilities. Students then were asked to provide a note-taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self-regulated note-taking practices.

Original languageEnglish (US)
Pages (from-to)1-26
Number of pages26
JournalReading Research and Instruction
Volume44
Issue number4
StatePublished - Jun 2005

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Students
Aptitude
student
England
History
questionnaire
ability
history
Metacognition
Surveys and Questionnaires

ASJC Scopus subject areas

  • Education
  • Psychology (miscellaneous)

Cite this

Seventh-graders' self-regulatory note-taking from text : Perceptions, preferences, and practices. / Brown, Rachel.

In: Reading Research and Instruction, Vol. 44, No. 4, 06.2005, p. 1-26.

Research output: Contribution to journalArticle

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