NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ694460
Record Type: Journal
Publication Date: 2004-Mar
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-2194
Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research
Kim, A-H.; Vaughn, S.; Wanzek, J.; Wei, S.
Journal of Learning Disabilities, v37 n2 p105-118 Mar 2004
Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)