This investigation examined the effects of guided notes on the academic performance of seven students with learning and behavior problems, who were in a medium-security juvenile detention center. The findings of this study indicate that using guided notes could be an effective strategy for improving the academic performance of incarcerated youths with learning and behavior problems. The results of this study replicate earlier studies in which guided notes were used during whole-class instruction (i.e., Courson, 1989; Lazarus 1991, 1993; Pados, 1989).
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