| The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities JR Boyle Learning Disability Quarterly 19 (2), 86-98, 1996 | 153 | 1996 |
| The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities JR Boyle, M Weishaar Learning Disabilities Research & Practice 16 (3), 133-141, 2001 | 151 | 2001 |
| Cognitive Organizers on the Reading Comprehension of JR Boyle Learning Disabilities Research & Practice 12 (4), 228-235, 1997 | 118 | 1997 |
| Methods and strategies for teaching students with mild disabilities: A case-based approach J Boyle, D Scanlon Cengage Learning, 2009 | 115 | 2009 |
| Note-taking skills of middle school students with and without learning disabilities JR Boyle Journal of learning disabilities 43 (6), 530-540, 2010 | 87 | 2010 |
| Strategic note-taking for middle-school students with learning disabilities in science classes JR Boyle Learning Disability Quarterly 33 (2), 93-109, 2010 | 84 | 2010 |
| Note–Taking and Secondary Students with Learning Disabilities: Challenges and Solutions JR Boyle Learning Disabilities Research & Practice 27 (2), 90-101, 2012 | 78 | 2012 |
| Note-taking techniques for students with disabilities: A systematic review of the research JR Boyle, TZ Rivera Learning Disability Quarterly 35 (3), 131-143, 2012 | 68 | 2012 |
| Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities JR Boyle, GA Forchelli Learning and Individual Differences 35, 9-14, 2014 | 67 | 2014 |
| Enhancing the note taking skills of students with mild disabilities JR Boyle Intervention in School and Clinic 36 (4), 221-224, 2001 | 66 | 2001 |
| Effects of self-monitoring for on-task behavior and task productivity on elementary students with moderate mental retardation CA Hughes, JR Boyle Education and Treatment of Children, 96-111, 1991 | 58 | 1991 |
| Note-taking interventions to assist students with disabilities in content area classes JR Boyle, GA Forchelli, K Cariss Preventing School Failure: Alternative Education for Children and Youth 59 …, 2015 | 56 | 2015 |
| Special education law with cases JR Boyle, ME Weishaar Prentice Hall, 2001 | 56 | 2001 |
| Exploring metacognitive strategy use during note-taking for students with learning disabilities JR Boyle, SM Rosen, G Forchelli Education 3-13 44 (2), 161-180, 2016 | 54 | 2016 |
| Strategic note-taking for inclusive middle school science classrooms JR Boyle Remedial and Special Education 34 (2), 78-90, 2013 | 53 | 2013 |
| Thinking strategically to record notes in content classes JR Boyle American Secondary Education, 51-66, 2011 | 52 | 2011 |
| Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation JR Boyle, CA Hughes Journal of Behavioral Education 4, 439-457, 1994 | 51 | 1994 |
| Cases in behavior management S Danforth, JR Boyle Prentice Hall, 2000 | 43 | 2000 |
| Blueprints for learning: Using cognitive frameworks for understanding JR Boyle, N Yeager Teaching Exceptional Children 29 (4), 26-31, 1997 | 36 | 1997 |
| Note-taking strategies for students with disabilities MK Weishaar, JR Boyle The Clearing House 72 (6), 392-395, 1999 | 35 | 1999 |
Michael J. KennedyUniversity of VirginiaVerified email at Virginia.edu
