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
Permission Denied
Sorry, you don't have enough rights to continue.
Login
You are currently not logged in! Enter your authentication credentials below to log in. You need to have cookies enabled to log in.