Improving Note-Taking Skills for Students With Disabilities Through a Smartpen Intervention

Abstract

Students with disabilities (SWD; e.g., learning disabilities) often struggle with slower processing speed and poor working memory skills, which reduce the quality of their notes. This study evaluated the effects of a note-taking intervention using the researcher-created smartpen strategy in conjunction with the assistive technology of the Livescribe™ Smartpen to assess the effects of students’ overall notes and lecture comprehension. Both SWD and without disabilities in ninth-grade English Language Arts classes participated in this study. The note-taking intervention was designed to assist SWD to take notes using the smartpen assistive technology, aid students in identifying key vocabulary content, amend their notes for errors or missed information, and establish a summary of the lecture. Results from the data analysis found that SWD in the experimental group recorded more words in their notes, as well as an increase in word count on the immediate free recall assessment.

Smartpens for Students With Disabilities in Inclusive Content-Area Classes

“…While several studies (e.g., Cirillo & Hummer, 2021; Harper et al, 2017; Knox et al, 2011; Rawson et al, 2017; Tucker & Zamfir, 2021) have documented the success of smartpens in the classroom, three specific studies have shown that smartpens are an effective technology tool for students with disabilities to use to record better notes, and improve achievement (Belson et al, 2013; Boyle & Joyce, 2019; Joyce & Boyle, 2019). In the first study, Belson et al (2013) examined the notes of ten students with learning disabilities as they recorded notes using the Cornell notetaking strategy in conjunction with Echo Livescribe smartpens.…”

Using JIGSAW to Complete the Note-Taking Puzzle

“…Students like Nick who used the smartpen with the JIGSAW strategy reported they liked using the smartpen. One student remarked that “it was really cool to be able to go back on my notes and add what I forgot to add because I didn’t hear it well the first time so I was able to listen to it again” (Joyce, 2016, p. 77). Another common comment from students is the use of the smartpen and JIGSAW strategy helped to reduce the stress of note taking (i.e., load on working memory) and allowed students to relax while taking notes.…”

“…. it’s about focusing on the teacher cues” (Joyce, 2016, p. 77). Using the JIGSAW strategy with smartpens in the classroom helped students to put together pieces of and solve the note-taking puzzle (Joyce, 2016).…”

“…Students should reach 100% mastery at naming each of the strategy steps before moving on to the next phase. An example of a JIGSAW assessment for mastery of the mnemonic JIGSAW is provided in the appendix section of Joyce (2016).…”

“…Students, like Nick, may be uncertain about what specific content to record (e.g., vocabulary, important key points) and how many details to record (e.g., every word the teacher speaks or just some of it). In addition, students often have difficulty with the pace of the teacher speaking (Boyle et al, 2015;2016). Note taking itself is a difficult process that requires students to focus on the information presented, listen for cued lecture points and key vocabulary, and simultaneously write down the information while listening to the upcoming information presented (Piolat et al, 2005).…”