This study compared the effects of guided notes on the academic performance of Learning Disabled students during an American History class. The study compared a traditional lecture-take note method with guided notes. Performance was evaluated using daily ten point quizzes, unit tests and opportunities to respond.
Results showed that students improved their quiz performance and their scores on unit tests were higher. Finally, the students' opportunities to respond increased using guided notes. Implications for the classroom teacher and suggestions for future research are provided.