Student study habits using notes from a speech-to-text support service

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dc.contributor.author Elliot, Lisa
dc.contributor.author Foster, Susan
dc.contributor.author Stinson, Michael
dc.date.accessioned 2008-04-11T15:18:47Z
dc.date.available 2008-04-11T15:18:47Z
dc.date.issued 2002
dc.identifier.citation Exceptional children. 2002. 69, (1) 25-40
dc.identifier.uri http://hdl.handle.net/1850/6001
dc.description.abstract Thirty-six mainstreamed high school and college students who are deaf and hard of hearing received notes from a speech-to-text support service called C-Print. The students, 26 classroom teachers, and 10 teachers of the deaf were interviewed about their perceptions of how students use their notes to study. Consistent with research on hearing students, high school students in this study typically would read the notes only, while college students used multiple study strategies with the notes. Teachers tended not to know how their students used their notes for studying, and they were sometimes reluctant to teach students about effective not usage. This study supports the idea that both students and teachers could benefit from further instruction on note usage and study skills. en_US
dc.language.iso en_US en_US
dc.publisher Council for Exceptional Children en_US
dc.subject C-Print en_US
dc.subject Deaf en_US
dc.subject Note taking en_US
dc.subject Study skills en_US
dc.title Student study habits using notes from a speech-to-text support service en_US
dc.type Article en_US

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