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003 OCoLC;

005 20141212070343.0;

006 m o d ;

007 cr bn|||||||||;

008 140619s2014 ncua ob 000 0 eng d;

035 a| (Sirsi) o881502188;

035 a| (OCoLC)881502188;

040 a| EREe| rdac| EREd| UtOrBLW;

049 a| EREE;

100 1 a| Martin, Annee| author.=| ^A14591;

245 10 a| Note taking skills using the LiveScribe pen: implications for college students diagnosed with learning disabilities /c| by Anne Martin.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2014.;

300 a| 96 pages :b| illustrations.;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 0.72Mb2| rda;

490 1 a| ECU College of Allied Health Sciences thesis;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.S.c| East Carolina Universityd| 2014.;

500 a| Presented to the faculty of the Department of Communication Sciences and Disorders.;

500 a| Advisor: Marianna Walker.;

500 a| Title from PDF t.p. (viewed June 18, 2014).;

520 3 a| The purpose of this study was to examine whether the use of strategic note-taking with the LiveScribe℗♭ pen increased the quantity of idea units, quality of notes written down, and retention of information provided for college students diagnosed with specific learning disabilities during a lecture. A multiple baselines approach was utilized in which two different groups were taught strategic note taking at different weekly intervals to assess the effect of this strategy. There were five participants previously diagnosed with specific learning disabilities. Stimuli included three 10-minute sections of the same video-recorded lecture. After each lecture was presented, the participants' notes were collected in two different conditions: immediately following the lecture presentation and after a seven day time period from the original lecture presentation to analyze the quantity and quality of notes taken. After a seven-day time period following lecture presentation, a quiz was given to assess the participants' information retention. Generally, results indicated that students diagnosed with specific learning disabilities wrote down few information units and scored in the failing range on information retention measures. However, three of the five participants benefitted from the use of a LiveScribe℗♭ pen with strategic note taking to add information units.;

504 a| Includes bibliographical references.;

650 0 a| Learning disabledx| Education (Higher)z| United States.=| ^A467812;

650 2 a| Learning Disabilities=| ^A917953;

650 2 a| Students.=| ^A920070;

650 0 a| Note-taking.=| ^A73220;

650 2 a| Educational Technology.=| ^A934478;

650 2 a| Memory.=| ^A917905;

653 a| Higher education;

653 a| Educational technology;

700 1 a| Walker, Marianna,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Communication Sciences and Disorders.?| UNAUTHORIZED;

830 0 a| ECU College of Allied Health Sciences thesis.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4427;

949 a| Click on web addressw| ASISh| JOYNER101;

949 a| Click on web addressw| ASISh| HSL111;

949 o| jdjr;

994 a| C0b| ERE;

096 a| LC 4818.38;

596 a| 1 4;

998 a| 3486169;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3486169-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/19/2014x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3486169-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/19/2014x| ETDz| HERESOURCE;

Note taking skills using the LiveScribe pen: implications for college students diagnosed with learning disabilities / by Anne Martin.

Author/creator	Martin, Anne author.
Other author	Walker, Marianna, degree supervisor.
Other author	East Carolina University. Department of Communication Sciences and Disorders.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2014.
Description	96 pages : illustrations.
Supplemental Content	Access via ScholarShip
Subjects	Learning disabled--Education (Higher). --United States. Learning Disabilities Students. Note-taking. Educational Technology. Memory.

Series	ECU College of Allied Health Sciences thesis ECU College of Allied Health Sciences thesis. UNAUTHORIZED
Summary	The purpose of this study was to examine whether the use of strategic note-taking with the LiveScribe℗♭ pen increased the quantity of idea units, quality of notes written down, and retention of information provided for college students diagnosed with specific learning disabilities during a lecture. A multiple baselines approach was utilized in which two different groups were taught strategic note taking at different weekly intervals to assess the effect of this strategy. There were five participants previously diagnosed with specific learning disabilities. Stimuli included three 10-minute sections of the same video-recorded lecture. After each lecture was presented, the participants' notes were collected in two different conditions: immediately following the lecture presentation and after a seven day time period from the original lecture presentation to analyze the quantity and quality of notes taken. After a seven-day time period following lecture presentation, a quiz was given to assess the participants' information retention. Generally, results indicated that students diagnosed with specific learning disabilities wrote down few information units and scored in the failing range on information retention measures. However, three of the five participants benefitted from the use of a LiveScribe℗♭ pen with strategic note taking to add information units.
General note	Presented to the faculty of the Department of Communication Sciences and Disorders.
General note	Advisor: Marianna Walker.
General note	Title from PDF t.p. (viewed June 18, 2014).
Dissertation note	M.S. East Carolina University 2014.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Note taking skills using the LiveScribe pen: implications for college students diagnosed with learning disabilities / by Anne Martin.

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