Focused Note-Taking Instruction: Impact on Reading Comprehension for Fourth-Grade Students

Date of Award

Summer 7-31-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


note-taking, reading comprehension, COVID-19, autoethnography


The purpose of this study was to investigate how focused note-taking instruction impacts reading comprehension for fourth grade students. Thirty-one fourth grade students would have been given a reading comprehension pre-assessment and a note-taking attitude survey. Students would have been instructed that they could take notes while taking the assessment. After taking the pre-assessment, students would have received instruction in focused note-taking for a period of six weeks. Upon completion of the instruction, students would take a reading comprehension post-assessment and another attitude survey. Students would again be instructed that they could take notes while taking the assessment. I predict that reading comprehension scores would have increased once students had received note-taking instruction. Due to the COVID-19 global pandemic, I was unable to conduct this research. Therefore, the focus of my study switched to an auto-ethnographic study in which I journaled daily to record my experiences. The purpose of my auto-ethnographic study was to investigate my experiences teaching remotely during a global pandemic.

Keywords: COVID-19, distance learning, focused note-taking, reading comprehension, Advancement Via Individual Determination (AVID)

Abstract only: No full text available.