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ERIC Number: ED521904
Record Type: Non-Journal
Publication Date: 2010
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-9438-4
The Impact of Thinking Maps on the Reading Comprehension of Elementary School Students
Russell, Leslie
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
This study used a mixed measures design to explore the impact of a specific set of graphic organizers, Thinking Maps, on the reading comprehension achievement of students over a two-year period, and further analyzed the impact on the reading achievement of students when compared by socio-economic status, ethnicity, gender, and Limited English Proficiency (LEP). A causal comparative research design examined the Texas Growth Index (TGI) scores of eight elementary schools. The program group was composed of four schools that volunteered in the spring of 2006 to adopt and implement the Thinking Map Program in the fall of 2007. The comparison group was comprised of four elementary schools purposefully selected by the researcher based on the criterion of similar demographics, administrative consistency, and baseline 2006 Reading TAKS scores. An additional quantitative portion of the study examined the mean scores for the Likert-like portions of both the teacher and the principal surveys. The results of the surveys were used to guide and analyze any questions that might arise from the data analysis that were indicative of a difference in teaching technique, teaching experience, administrative support, or learning opportunities for both teachers and students. The qualitative portion consisted of a constant comparative analysis of two open-ended questions from principal and teacher surveys. While the results were not significant for differences in student achievement and growth between the two groups, there were several factors which may have impacted the results. They included, but were not limited to, the use of standardized assessments as a true reflection of student learning or reading comprehension and recognition that instructional change takes time, and the effectiveness and implementation of such change may take more time than the current data reflected. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas