reading_comprehension_research_which_copied_the_problem_solving_research_in_expert_chess_studies_researchers_began_by_asking_what_do_good_note_takers_do._good_note_takers_produce_effective_and_organized_work._this_often_involves_matching_the_text_structure_to_a_note_taking_technique._the_notes_are_often_easily_accessible_and_legible_after_the_fact._good_note_takers_use_notes_as_a_memory_tool._they_do_not_stop_once_done_recording_the_work._they_refer_back_to_their_new_text_during_an_activity_such_as_studying_or_writing._good_note_takes_question_the_text_as_presented._this_helps_to_build_and_utilizes_the_comprehension_strategy_of_questioning.notes_provide_an_almost_dialogical_conversation_between_the_reader_and_the_text_or_the_author._good_note_takes_make_connections_to_information_they_already_have_from_background_knowledge_or_other_texts_what_assumptions_do_teachers_make_if_you_ask_a_room_full_of_students_to_reflect_on_how_they_learned_note_taking_in_school_one_or_more_may_refer_to_a_specific_note_taking_method_and_shout_out_cornell_notes._often_you_hear_nothing._much_like_the_comprehension_strategies_or_background_knowledge_of_students_too_often_teachers_assume_someone_else_teaches_note_taking._teachers_often_assume_students_can_quickly_identify_the_main_idea_of_the_text._this_tool_comes_from_the_strategy_toolbox_and_students_must_learn_how_to_apply_text_structure
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