This study aims to determine possible impact of note taking during reading and listening on Turkish Language prospective teachers’ comprehension success. Moreover in the study comprehension scores of the groups were investigated in terms of academic score and gender variables. Study was designed in causal-comparative research. The study was conducted with 72 s graders studying at the Department of Turkish Language Teaching at Education Faculty of Hatay Mustafa Kemal University. The Comprehension Achievement Test was employed in the study to determine reading and listening comprehension achievement scores of the students. In the study, an informative text containing 640 words and named as “Childhoods of the Famous Scientists” was used. At the end of the study it was found that Listening-Note Taking groups’ comprehension scores were statistically more successful than Reading, Reading-Note Taking and Listening groups. There was a positive-way relation determined between the students’ comprehension scores and their academic grade point averages. And in terms of gender there was no statistically significant difference between female and male students.

 

Key words: Note taking, listening, reading, comprehension, gender, academic score.