Graphic Organizers - Elementary
Greetings. The following materials are intended to provide an introduction to Graphic Organizers - Elementary. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
The Graphic Organizer
All-Subject/ Language Arts Graphic Organizers
4 Blocks Literacy Framework: Graphic Organizers
Five main types of organizers
Graphic Organizers Links
Great Links for Graphic Organizers
Graphic Organizers
Citations from the ERIC Database
AN: EJ619463
AU: Merkley,-Donna-M.; Jefferies,-Debra
TI: Guidelines for Implementing a Graphic Organizer.
PY: 2001
SO: Reading-Teacher; v54 n4 p350-57 Dec 2000-Jan 2001
DEM: *Content-Area-Reading; *Reading-Improvement; *Reading-Instruction
DER: Class-Activities; Classroom-Communication; Elementary-Education
AB: Suggests guidelines teachers can use for implementing graphic organizers. Provides an example of such an implementation, including a short text selection, a sample script of the classroom pre-reading dialogue using a graphic organizer to introduce text selection. Discusses attributes of effective graphic organizer implementation. (SR)
AN: EJ632364
AU: Fisher,-Andrea-L.
TI: Implementing Graphic Organizer Notebooks: The Art and Science of Teaching Content.
PY: 2001
SO: Reading-Teacher; v55 n2 p116-20 Oct 2001
DEM: *Content-Area-Reading; *Learning-Strategies; *Writing-Instruction
DER: Elementary-Education; Reading-Comprehension
AB: Defines the Graphic Organizer Notebook as a collection of teacher-developed blank webs and organizers for a student to complete after reading chunks of content material taught in a unit. Concludes that implementing the Graphic Organizer Notebook in a content area unit enables teachers to teach reading, writing, and study skill strategies meeting the needs of all students. (SG)
AN: ED453521
AU: Barton,-Valerie; Freeman,-Barbara; Lewis,-Dorothy; Thompson,-Tamera
TI: Metacognition: Effects on Reading Comprehension and Reflective Response.
PY: 2001
NT: M.A. Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453521
DEM: *Instructional-Effectiveness; *Metacognition-; *Reading-Comprehension; *Thinking-Skills
DER: Action-Research; Elementary-Education; Reading-Strategies
AB: This report describes a project for increasing student's ability to comprehend and respond in a reflective manner. The targeted population consisted of 2nd, 3rd, and 5th grade classes in a community unit district located in a suburb of a large midwestern city. The problem of a student's inability to comprehend and respond in a reflective manner was documented through Student Thinking Logs, Student Thinking Interviews, and an Informal Reading Thinking Inventory (IRTI). The probable causes included a curriculum that was so full there was little time for focus on reflection, metacognitive strategies that were not specifically taught, students who did not think about or understand their thought processes, and teachers who taught skills in isolation rather than as strategies. Review of literature revealed that metacognitive strategies are not specifically taught, students are suffering from metacognitive deficit, students do not think about thought processes as they read, and there is little time to teach reflection. A review of solutions that was suggested by knowledgeable others offered the following strategies: accessing prior knowledge, self-questioning, story mapping/graphic organizers, sensory imaging, readers theatre, journaling, and buddy reading. Through an analysis of these strategies, sensory imaging and accessing prior knowledge were the chosen interventions. Post-intervention data indicated an increase in student reading comprehension as shown by the IRTI results. An increase of students' understanding and use of metacognitive strategies was demonstrated through Student Thinking Logs and Student Thinking Interviews. Students showed marked improvement in reflective response during class discussion and in Student Thinking Logs. (Contains 27 references and 4 figures of data. Appendixes contain the teacher survey, student interview questions, consent forms, and student thinking log.) (Author/RS)
AN: ED444488
AU: Bhattacharjee,-Maria; Chen,-Linlin
TI: Preparing Pre-Service Teachers To Use Technology To Teach the Content Areas in Elementary Schools.
PY: 2000
NT: In: Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000 (11th, San Diego, California, February 8-12, 2000). Volumes 1-3; see IR 020 112.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED444488
DE: *Computer-Uses-in-Education; *Educational-Technology; *Teacher-Workshops
DE: Computer-Software; Elementary-Education; Higher-Education; Internet-; Preservice-Teacher-Education; Training-
AB: This paper describes the technology training offered in the Department of Urban Education at the University of Houston Downtown (Texas) and the implementation of this training. Brief descriptions of five three-hour workshops covering the following topics are provided: (1) e-mail and Internet discussion; (2) WWW (World Wide Web) and Web search; (3) desktop publishing and graphic organizers; (4) PowerPoint presentation; and (5) hardware and software evaluations. An example of the pre-service use of this training to prepare units, lessons, and activities for centers in the curriculum course is also provided. (MES)
AN: EJ601328
AU: Dye,-Gloria-A.
TI: Graphic Organizers to the Rescue! Helping Students Link--and Remember--Information.
PY: 2000 SO: TEACHING-Exceptional-Children; v32 n3 p72-76 Jan-Feb 2000
DE: *Diagrams-; *Disabilities-; *Notetaking-; *Recall-Psychology; *Visual-Learning
DE: Classroom-Techniques; Elementary-Secondary-Education; Learning-Strategies; Teaching-Methods
AB: This article describes using graphic organizers as a way of assisting students with disabilities in the note-taking process and helping them link the new information to their existing schema of knowledge. It discusses the concept behind graphic organizers, graphic organizer activities, and steps for creating a graphic organizer. (Contains references.) (CR)
AN: ED435660
AU: Bartscher,-Beth; Carter,-Andrea; Lawlor,-Anna; McKelvey,-Barbara
TI: Expanding Student Assessment Opportunities.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Elementary-School-Students; *Junior-High-School-Students; *Performance-Based-Assessment; *Test-Use
DE: Educational-Assessment; Educational-Change; Elementary-Education; Junior-High-Schools; Student-Attitudes
AB: This paper describes an approach for expanding assessment opportunities for students to demonstrate their understanding of content. The targeted population consisted of elementary and junior high school students in two schools in a growing middle-class community in north central Illinois. The elementary school enrolled 467 students and the junior high school had a population of 1,505 students. The problem of limited assessment opportunities was documented through data revealing parent and student opinions and attitudes toward tests, and observation checklists related to student performance. The analysis of the probable cause of limited assessment opportunities suggested lack of teacher training in assessment, the isolation of basic skills, a lack of performance tasks in the learning environment, and a strong emphasis on test scores. A review of solution strategies resulted in the selection of an intervention program that focused on an assessment approach combining traditional assessments and alternative assessments, including graphic organizers, rubrics, and checklists, to allow students to demonstrate their depth of understanding of the content. Post intervention data indicated an increase in opportunities to demonstrate knowledge and skills, higher order thinking skills, and a deeper understanding of content. Thirty appendixes contain sample assessments. (Contains 44 references.) (SLD)
AN: ED435094
AU: Brookbank,-Donna; Grover,-Susan; Kullberg,-Karin; Strawser,-Cathleen
TI: Improving Student Achievement through Organization of Student Learning.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC08 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435094
DE: *Instructional-Effectiveness; *Reading-Achievement; *Reading-Comprehension; *Reading-Improvement; *Reading-Strategies; *Vocabulary-Skills
DE: Action-Research; Elementary-Education
AB: This action research project investigated various reading strategies to increase reading comprehension and vocabulary skills. The targeted population consisted of students from three elementary schools and one junior high school, located in lower to middle socioeconomic neighborhoods. Two elementary schools and the junior high school are located in a small Midwestern city. One elementary school is located in a large Midwestern city. Poor reading comprehension and vocabulary skills contribute to lower student achievement. Evidence for the existence of this problem includes report card grades, national achievement test scores, teacher observations, and writing samples. Analysis of probable cause indicated that factors contributing to reading scores include poor home environment, high mobility rate, low intellectual ability, inability to link new material with prior knowledge, poor reading skills, and lack of continuing education of teachers. A review of current literature and analysis of the identified problem in the targeted schools led to the use of graphic organizers to improve comprehension and vocabulary skills. Post intervention data revealed improvement in reading comprehension and vocabulary skills. (Contains 66 references and 17 tables of data; 59 appendixes contain checklists, graphic organizers, diagrams, survey instruments, and writing samples. (Author/RS)
AN: EJ583505
AU: Egan,-Margaret
TI: Reflections on Effective Use of Graphic Organizers.
PY: 1999 SO: Journal-of-Adolescent-and-Adult-Literacy; v42 n8 p641-45 May 1999
DE: *English-Instruction; *Instructional-Effectiveness; *Language-Arts
DE: Elementary-Secondary-Education; Instructional-Improvement
AB: Addresses the precise planning needed to use graphic organizers in the classroom by offering four instructional suggestions for their use: be authentically prepared; promote interaction among students; use graphic organizers with discrimination; and expand use of graphic organizers. Offers teachers an opportunity to use a graphic organizer themselves before requiring it of students in class. (SR)
AN: ED437293
AU: Fitzhugh,-William-P.
TI: One Region: Two Cultures. Comparing Israel and Jordan
AN: A Unit for Elementary Students. Fulbright-Hays Summer Seminars Abroad 1998 (Israel and Jordan).
PY: 1998
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED437293
DE: *Cultural-Differences; *Social-Studies
DE: Area-Studies; Childrens-Literature; Curriculum-Development; Elementary-Education; Foreign-Countries; Geography-; Global-Education; Middle-Eastern-Studies; Student-Educational-Objectives; Units-of-Study
AB: This social studies unit for elementary school students concentrates on comparing the different cultures of the neighboring countries of Israel and Jordan. The unit describes the educational objectives and explains that a variety of strategies are used to reach those objectives. It lists materials needed and procedures for evaluation, provides background notes, and discusses National Social Studies and National Geography Standards. The following sections comprise the unit: (1) "Comparing Israel/Jordan/Our Community Using the Five Fundamental Themes of Geography"; (2) "Student Activities Incorporating the Five Themes of Geography"; (3) "Ethnic Cooking"; (4) "Using Arabic/Hebrew Alphabets"; (5) "Using Data To Compare Climates"; (6) "Holidays and Special Days To Celebrate"; (7) "Making an Alphabet Frieze"; (8) "'Let's Visit Israel' Text and Questions"; (9) "'Let's Visit Jordan' Text and Questions"; (10) "Making a Passport"; (11) "Mental Mapping Activity"; (12) "'A Video Travelogue of Israel and Jordan' Text and Discussion Questions"; (13) "Using Graphic Organizers"; (14) "Using Examples of Universal Cultures"; (15) "Making a Group Presentation"; (16) "Discussing Regional Environmental Concerns"; (17) "Literature Connection for Jordan 'Ali, Child of the Desert,' Lesson Plans and Activities"; (18) "Literature Connection for Israel: 'The Never-Ending Greenness,' Lesson Plans and Activities"; (19) "Bibliography (Student) for Israel and Jordan"; (20) "Bibliography of 'National Geographic Magazine' Articles as a Source of Pictures"; and (21) "Items in the Discovery Box." (BT)
AN: ED418381
AU: Culbert,-Elizabeth; Flood,-Michelle; Windler,-Rachel; Work,-Debra
TI: A Qualitative Investigation of the Use of Graphic Organizers.
PY: 1998
NT: Paper presented at the SUNY-Geneseo Annual Reading and Literacy Research Symposium (Geneseo, NY, May 1998).
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED418381
DE: *Reading-Instruction; *Reading-Strategies
DE: Elementary-Education; Learning-Processes; Middle-Schools; Qualitative-Research; Reading-Research; Tables-Data; Teacher-Surveys
AB: A study investigated the use of graphic organizers in classrooms--specifically examined was the use of graphic organizers as visual and organizational tools to facilitate student comprehension of expository text. Subjects consisted of 107 kindergarten through eighth-grade teachers (both regular and special educators) teaching in rural and urban districts in western New York. For organizational purposes, subjects were grouped into three categories: primary (K-2); intermediate (3-5); and middle (6-8). Teachers were surveyed regarding the use of graphic organizers; more in-depth interviews were conducted with six teachers. Findings of both the survey and the interview show that many teachers do not grade their students' graphic organizers. Teachers do find that graphic organizers improve their presentation of materials; 90.2% of respondents indicated that their instruction was improved through the use of graphic organizers. Based on the survey and interview results, graphic organizers are being used in many classrooms, across grade levels, to facilitate the learning of expository text. Results also indicated that most teachers complete graphic organizers with their students, instead of completing them alone and presenting them to the students. Teachers feel that use of graphic organizers increases student comprehension of text, and that students were more engaged in learning when they participated in the completion of graphic organizers. Graphic organizers most commonly employed used shapes to provide a visual representation of the main points presented in the expository text. (Contains 30 references; appendixes present survey and interview sample forms and also survey and interview results and data tables.) (NKA)
AN: ED420842
AU: Bowman,-Leigh-A.; Carpenter,-Jan; Paone,-Rose-Ann
TI: Using Graphic Organizers, Cooperative Learning Groups, and Higher Order Thinking Skills to Improve Reading Comprehension.
PY: 1998
NT: M.A. Action Research Project, Saint Xavier University.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420842
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Thinking-Skills
DE: Action-Research; Cooperative-Learning; Grade-6; Intermediate-Grades; Reading-Achievement
AB: This project paper described a program for increasing reading comprehension. The targeted population consisted of sixth grade students at River Bend Elementary School in a middle class community located in western Illinois. The problem of a steady decline in reading comprehension was documented by the Illinois Goals Assessment Program, Iowa Tests of Basic Skills, curriculum reading tests, and teacher's observation. Analysis of probable cause data revealed that students lacked self esteem, chose to watch television instead of read, and did not value education; curriculum content is new and untested; teaching styles have not met learning styles; at-risk students have been transferring to the school from within the district; grade level expectations have been lowered; parents lack interest in their child's education; and teachers reported that students do not apply reading strategies independently and read less frequently in their spare time. Professional consensus revealed that students do not implement comprehension strategies on their own. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: the implementation of cooperative learning groups, higher order thinking skills, and graphic organizers. Results indicated a substantial increase in reading comprehension. (Contains 40 references, and three tables and five figures of data. Appendixes contain samples of surveys, reading inventories, cooperative lesson plans, higher order thinking skills lessons, and graphic organizers.) (RS)
AN: EJ557850
AU: Martinello,-Marian-L.
TI: Learning to Question for Inquiry.
PY: 1998 SO: Educational-Forum; v62 n2 p164-71 Win 1998
DE: *Educational-Cooperation; *Inquiry-; *Questioning-Techniques; *Student-Research
DE: Children-; Elementary-Education; Elementary-School-Students; Graduate-Students; Higher-Education
AB: Ten graduate students piloted co-inquiry with elementary school children, learning ways to develop questioning skills in students and teachers, modeling and practicing question formation, developing higher-order questions, using graphic organizers for data, mediating questioning sequences, and actively soliciting lines of questioning. (SK)
AN: EJ555889
AU: Ekhaml,-Leticia
TI: Graphic Organizers: Outlets for Your Thoughts.
PY: 1998 SO: School-Library-Media-Activities-Monthly; v14 n5 p29-33 Jan 1998
DE: *Planning-
DE: Annotated-Bibliographies; Flow-Charts; Graphs-; Instructional-Materials; Visual-Aids; Visual-Stimuli
AB: Graphs, bars, charts, and diagrams have been used by designers, writers, and scientists to communicate. Now, research suggests that graphic organizers benefit teaching and learning. This article describes graphic organizers: sequential, conceptual, hierarchical, cyclical, Venn, fishbone or Ishikawa, squeeze and stretch, why-why, t-chart, KWL chart, web, mind map, and flowchart. Includes an annotated bibliography of resources for graphic organizers. (PEN)
AN: ED420064
AU: Gallick-Jackson,-Sheryl-A.
TI: Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing.
PY: 1997
NT: M.S. Practicum Project, Nova Southeastern University.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420064
DE: *Writing-Improvement; *Writing-Processes; *Writing-Skills; *Writing-Strategies
DE: Art-; Grade-2; Graphic-Arts; Primary-Education; Word-Processing; Writing-Attitudes
AB: A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their writing composition success by at least one proficiency level; and to increase positive attitudes toward writing by 20%. Strategies chosen to solve the problem included integrating word processing techniques, graphic organizers, and art into the process approach to writing. To prove that the writer's solution strategies worked, the targeted students' pre- and post-writing attitudes surveys were evaluated and compared. The writing prompt pretest and posttest samples were assessed using a rating scale to measure narrative writing skills and a scoring rubric was used to measure composition skills. All the program objectives were met with the target group improving in all areas. (Includes six tables of data; contains 33 references. Appendixes include a writing attitude survey, narrative writing prompt, rating scale for narrative writing, scoring rubric, writing process poster, writing workshop poster, guided lesson plan, narration criteria worksheet, narration revision checklist, Arrow map, Donut on a Napkin map, narrative writing results, writing composition results, writing attitude survey results, and a software evaluation form.) (Author/CR)
AN: ED414587
AU: O'Brien-Palmer,-Michelle
TI: Great Graphic Organizers To Use with Any Book! 50 Fun Reproducibles & Activities To Explore Literature & Develop Kids' Writing. Grades 2-6.
PY: 1997
AV: Scholastic, Inc., P.O. Box 7502, Jefferson City, MO 65102; toll-free phone: 800-724-6527 ($16.95). Illustrations by Heidi Stephens. Originally published as "Read & Write."
PR: Document Not Available from EDRS.
DE: *Learning-Strategies; *Literary-Devices; *Literature-Appreciation; *Writing-Improvement; *Writing-Processes
DE: Class-Activities; Classroom-Techniques; Elementary-Education; Student-Development; Writing-Skills; Writing-Strategies
AB: This book is designed to help students in elementary school identify core literary concepts such as character development, setting development, and plot development in the books they read, then integrate what they have learned into their own writing. The underlying assumption is that the reader is somewhat familiar with the 5-step writing process: pre-writing, drafting, revision, editing, and final copy, and, although the text speaks to students directly, it will require adult supervision and guidance in most cases. Chapters are: (1) Introduction; (2) Story Style; (3) Story Setting; (4) Story Characters; (5) Story Plot; (6) Projects Recommended by Kids; (7) Reference Books; and (8) Reproducible Graphic Organizers. (CR)
AN: EJ560237
AU: Lindquist,-Tarry
TI: Social Studies Now!: A Graphic Organizer to Help Kids Manage Facts.
PY: 1997 SO: Instructor-Primary; v107 n4 p72 Nov-Dec 1997
DE: *Social-Studies
DE: Data-Collection; Elementary-School-Students; Primary-Education
AB: The data disk graphic organizer helps primary students learn to record and classify social studies information. This graphic organizer is made out of large paper circles divided into pie-shaped segments, with a brad attached to the center. Children use the disks to categorize information on the topic currently being taught in social studies. (SM)
AN: ED414256
AU: Monroe,-Eula-Ewing
TI: Using Graphic Organizers To Teach Vocabulary: How Does Available Research Inform Mathematics Instruction?
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED414256
DE: *Elementary-School-Mathematics; *Mathematics-Instruction; *Secondary-School-Mathematics; *Vocabulary-Development
DE: Concept-Formation; Content-Area-Reading; Elementary-School-Students; Elementary-Secondary-Education; Fundamental-Concepts; Secondary-School-Students; Teaching-Methods
AB: This study reviewed the literature on graphic organizers to investigate effective ways to teach the vocabulary of mathematics, noting that mathematics is recognized as the most difficult content area reading material. The literature indicates that effective use of graphic organizers can help develop conceptual understanding by promoting student involvement and emphasizing deep processing of words. Graphic organizers serve as retrieval cues for information and facilitate higher level thinking. Researchers have found graphic organizers particularly effective for teaching technical vocabulary, though their use may require an existing schema for the concept under study. One research study combined a discussion model for understanding new words (Frayer, Frederick & Klausmeier, 1969) with Concept of Definition (Schwartz, 1988), a graphic form with similar features. Researchers implemented this adapted model with fourth graders in a measurement unit. When tested against a definition-only model, it effectively increased the use of mathematical vocabulary in student writing. Four issues needing further study are: (1) which research designs provide the best information regarding the efficacy of graphic organizers in teaching mathematics vocabulary; (2) which graphic organizers effectively teach mathematics vocabulary; (3) how graphic organizers compare to other methods of teaching mathematics vocabulary at various grade levels; and (4) what strategies best help teachers incorporate the use of graphic organizers into their instruction. (Contains 17 references). (SM)
AN: ED403235
AU: Tarquin,-Patti; Walker,-Sharon
TI: Creating Success in the Classroom! Visual Organizers and How To Use Them.
PY: 1997
AV: Teacher Ideas Press/Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155-6633 ($23.50).
PR: Document Not Available from EDRS.
DE: *Learning-Processes; *Teacher-Developed-Materials; *Teaching-Methods; *Visual-Aids; *Visual-Stimuli
DE: Charts-; Diagrams-; Elementary-Education; Flow-Charts; Instructional-Materials; Lesson-Plans
AB: Visual organizers also called graphic organizers, formal organizers, and visual strategies are visual representations of concepts and ideas. When used in classrooms, they provide students with tools to make thought and organizational processes visible, and they serve as organizational frameworks to promote thinking and language development. This book introduces 12 visual organizers: story maps; Venn diagrams; frameworks for webbing; KWL charts; main idea/supporting details--frameworks; cause and effect frameworks; classification frameworks; fact/opinion frameworks; circle frameworks; semantic feature analysis frameworks; flowcharts; and charts. Each chapter explains the organizer, and discusses why it should be used and how to use it with the whole class, small groups, or individuals. Practical tips and specific examples from several curriculum areas are provided, and assessment techniques are covered. All ideas have been classroom tested and are illustrated with examples of actual student work. (Contains 40 references.) (ND)
AN: EJ525342
AU: Griffin,-Cynthia-C.; and-others
TI: Effects of Graphic Organizer Instruction on Fifth-Grade Students.
PY: 1995 SO: Journal-of-Educational-Research; v89 n2 p98-107 Nov-Dec 1995
DE: *Academic-Achievement; *Advance-Organizers; *Learning-Processes; *Reading-Comprehension; *Recall-Psychology
DE: Elementary-School-Students; Grade-5; Homogeneous-Grouping; Intermediate-Grades; Self-Contained-Classrooms; Social-Studies; Teaching-Methods
AB: This study examined whether graphic organizer instruction would facilitate comprehension, recall, and information transfer, and how much explicit instruction was necessary for independent generation of graphic organizers. Fifth graders read social studies information with or without graphic organizers and explicit instruction. Explicitness and presence of graphic organizers facilitated students' information retrieval. (SM)
AN: ED383333
AU: Ritchie,-Donn; Gimenez,-Fernanda
TI: The Influence of Dominant Languages on the Effectiveness of Graphic Organizers in Computer-Based Instruction.
PY: 1995
NT: In: Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology (AECT), (17th, Anaheim, CA, 1995); see IR 017 139.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED383333
DE: *Cognitive-Structures; *Computer-Assisted-Instruction; *Language-Dominance
DE: Academic-Achievement; English-; Grade-4; Intermediate-Grades; Knowledge-Representation; Language-Proficiency; Limited-English-Speaking; Spanish-
AB: Students' academic achievement scores have been found to improve with the use of graphic organizers. Unfortunately, most previous research on graphic organizers has been constrained to English speakers in secondary and higher education. This study examines the effectiveness of graphic organizers when used by fourth grade students engaged in computer based instruction. Additionally, whether the learners's dominant language (Spanish or English) influenced the effectiveness of graphic organizers. Immediate and delayed gain in academic achievement scores of all students was analyzed. Statistically and educationally significant differences were found in scores favoring students who used graphic organizers. Results also indicated that when using computer-based instructional programs with embedded graphic organizers, Spanish and English speaking students, as groups, did not vary on learning style to the point of significantly impacting academic achievement scores according to tests measuring short-term and long-term recall. Limitations of the study and suggestions for future research are examined. Concepts are illustrated in two figures, and data is summarized in three tables. (Contains 23 references.) (Author/MAS)
AN: ED380803
AU: Meyer,-Diane-Jean
TI: The Effects of Graphic Organizers on the Creative Writing of Third Grade Students.
PY: 1995
NT: M.A. Project, Kean College of New Jersey.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED380803
DE: *Creative-Writing; *Instructional-Effectiveness; *Writing-Improvement; *Writing-Instruction
DE: Elementary-School-Students; Grade-3; Primary-Education; Writing-Research
AB: A study investigated whether there would be any significant difference in test scores between students instructed in the use of graphic organizers during their creative writings and those students not instructed in their use. Graphic organizers can help writers keep to the topic by having their ideas in front of them as they are writing. They also help the writer to keep things in the correct sequential order. Graphic organizers are credited to be tools that can guide students through the four stages of the writing process: prewriting, drafting, revising, and publishing and sharing. Two third-grade classes from different schools in the same New Jersey school district were involved in the 13-week study, and were given many creative writing assignments. The pretest and the posttest were each graded using both holistic scoring and the Fry Readability formula. Results indicated that the students using the graphic organizers showed an improvement in their creative writing. Contains five tables of data and 33 references. Appendixes contain test scores. (Author/SR)
AN: ED379646
AU: Quist,-Sheila
TI: The Effect of Using Graphic Organizers with Learning Disabled Students To Increase Comprehension.
PY: 1995
NT: M.A. Project, Kean College of New Jersey.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED379646
DE: *Reading-Comprehension; *Reading-Improvement
DE: Comparative-Analysis; Grade-5; Instructional-Effectiveness; Intermediate-Grades; Learning-Disabilities; Novels-; Reading-Research
AB: A study determined if there would be any significant difference in comprehension test scores when learning disabled students were instructed with and without graphic organizers while reading novels. Subjects were five male fifth-grade learning disabled students reading on the fourth-grade level, who came from the same middle-class suburban school and background. Students read two teacher-selected novels--the first novel was read without the use of graphic organizers, and the second novel was taught using graphic organizers. Subjects were asked a set of teacher generated comprehension questions. Results indicated that the use of graphic organizers increased comprehension when used with learning disabled students. (Contains 17 references and 1 table of data. Sample tests and sample graphic organizers are attached.) (RS)
AN: EJ496028
AU: Griffin,-Cynthia-Carlson; Tulbert,-Beth-Lorene
TI: The Effect of Graphic Organizers on Students' Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice.
PY: 1995 SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v11 n1 p73-89 Jan-Mar 1995
NT: Mini-Theme: Direct Instruction Reading.
DE: *Content-Area-Reading; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Research; *Reading-Skills; *Teaching-Methods
DE: Elementary-Secondary-Education; Literature-Reviews; Research-Needs
AB: Reviews the use of graphic organizers as a means to assist students in the complex act of making sense of content-area text. Explores theoretical and historical foundations of the graphic organizer and reviews current research. Derives implications for the classroom teacher and future research. (RS)
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Other Resources (available either for sale or via interlibrary loan)
Title: The big book of ready-to-go writing lessons : 50 engaging activities with graphic organizers that teach kids how to tell a story, convey information, describe, persuade, & more!
Author(s): Miller, Marcia. ; Lee, Martin.
Year: 2000
Publisher: Scholastic Professional Books
Title: Lesson plans using graphic organizers, Grade 3
Author: Schwab, Kristine.
Year: 2000
Publisher: Steck-Vaughn
Title: Lesson plans using graphic organizers, Grade 2
Author: Schwab, Kristine.
Year: 2000
Publisher: Steck-Vaughn
Title: Write on target :using graphic organizers to succeed on Ohio's writing proficiency test
Author(s): Grizinski, Yolande F. ; Holzhauser-Peters, Leslie.
Year: 2000
Publisher: Englefield & Arnold Pub.,
Title: Visual tools from graphic organizers to thinking maps, elementary edition
Author: Hyerle, David.
Year: 1999
Publisher: LPD Video Journal of Education
Title: The big book of reproducible graphic organizers :50 great templates to help kids get more out of reading, writing, social studies, & more
Author(s): Jacobson, Jennifer,; Raymer, Dottie. ; Redmond, Amy.
Year: 1999
Publisher: Scholastic Professional Books
Title: 50 graphic organizers for reading, writing & more : reproducible templates, student samples, and easy strategies to support every learner Author(s): Irwin-DeVitis, Linda ; Bromley, Karen D'Angelo.; Modlo, Marcia.
Year: 1999
Publication: Scholastic Professional Books
Title: Great teaching with graphic organizers: lessons and fun-shaped templates that motivate kids of all learning styles
Author: Drapeau, Patti
Year: 1998
Publisher: Scholastic Inc.
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
