Graphic Organizers in Secondary Schools
Greetings. The following materials are intended to provide an introduction to graphic organizers in secondary education. 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
Literacy Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Index. Graphic Organizers
Graphic Organizers in general
In the Classroom: Graphic Organizers
Graphic Organizers
Graphic Organizers Information
Citations from the ERIC Database
AN: EJ619775
AU: Luckner,-John; Bowen,-Sandra; Carter,-Kathy
TI: Visual Teaching Strategies for Students Who Are Deaf or Hard of Hearing.
PY: 2001
SO: TEACHING-Exceptional-Children; v33 n3 p38-44 Jan-Feb 2001
DEM: *Hearing-Impairments; *Teaching-Methods; *Visual-Learning
DER: Classroom-Techniques; Deafness-; Elementary-Secondary-Education; Partial-Hearing
AB: This article explains visual teaching strategies appropriate for use with students who are deaf or hard of hearing. It describes some general visual teaching strategies, discusses how to develop and use graphic organizers, provides a sample unit and lesson using graphic organizers, and offers examples of visual materials to use with all students. (Contains 13 references.) (DB)
AN: EJ616789
AU: Kealy,-William-A.
TI: The Role of Semantic Congruency in the Design of Graphic Organizers.
PY: 2000
SO: Quarterly-Review-of-Distance-Education; v1 n3 p205-14 Fall 2000
DEM: *Semantics-
DER: Information-Processing; Instructional-Materials; Reading-
AB: Undergraduates read a passage describing social groupings of fish, their color, depth, size and diet. Subjects concurrently viewed a graphic organizer (GO) presenting this information in a matrix-like format. Half the GOs were semantically congruent with the text, organized according to social grouping; the others were spatially organized. Semantic congruity influenced GO efficacy only for delayed recall of material related to the main topic of the text. (Contains 17 references.) (AEF)
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
DEM: *Diagrams-; *Disabilities-; *Notetaking-; *Recall-Psychology; *Visual-Learning
DER: 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: ED436006
AU: Works,-Cathenia-G.
TI: How To Build a Better Vocabulary.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436006
DEM: *Vocabulary-Development; *Vocabulary-Skills
DER: Classroom-Techniques; Elementary-Secondary-Education
AB: This resource booklet, intended for teachers, contains practical suggestions for promoting vocabulary enhancement in the classroom. The booklet lists and explains a number of common and less common vocabulary-building strategies and techniques, including Vocabulary Self-Collection Strategy, Color Shock, Clusters, ABC Books, Anagrams, Word Banks, List-Group-Label, and Roots. It also discusses Semantic Mapping and Graphic Organizers. The booklet concludes that recent investigations in the richness of context in natural text, the usefulness of text, the level to which a person "knows" a word, and the size and growth of vocabulary make educators understand that the acquisition of a full, rich, functional vocabulary involves the complex process of relating words to ideas. Contains a 37-item bibliography. (NKA)
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
DEM: *English-Instruction; *Instructional-Effectiveness; *Language-Arts
DER: 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: ED427313
AU: Doyle,-Carole-S.
TI: The Use of Graphic Organizers To Improve Comprehension of Learning Disabled Students in Social Studies.
PY: 1999
NT: M.A. Research Project, Kean University.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED427313
DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Reading-Comprehension; *Social-Studies
DER: High-Schools; History-Instruction; Learning-Disabilities; Reading-Research; Study-Skills
AB: This study examined the effectiveness of two approaches to enhancing the reading comprehension of learning disabled students in the social studies content area. An approach using the graphic organizer in the form of visual displays was compared to the traditional method in which students were presented content through lecture, text, and linear notetaking. Four chapters from the history text were chosen and taught to eight senior high school learning disabled students over a period of four months, approximately 41 minutes daily. Two chapters were taught using graphic organizers as a teaching method and study tool, and two chapters were taught via lecture/linear notetaking. Posttests on each chapter were given. Results indicated significant positive effects favoring graphic organizer instruction. (Contains 33 references and a table of data; appendixes contain 5 graphic organizers.) (Author/RS)
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
DEM: *Reading-Instruction; *Reading-Strategies
DER: 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: EJ559407
AU: Robinson,-Daniel-H.
TI: Graphic Organizers as Aids to Text Learning.
PY: 1998
SO: Reading-Research-and-Instruction; v37 n2 p85-105 Win 1998
DEM: *Learning-Processes; *Learning-Strategies
DER: Educational-History; Higher-Education; Instructional-Effectiveness; Research-Needs; Secondary-Education
AB: Provides a rationale for the use of graphic organizers (GOs), traces their history and development, reviews 16 studies that have used GOs as text adjuncts, and discusses limitations that have made GO research nonsystematic. Suggests future research should examine and answer how GOs can be constructed for classroom use. (PA)
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
DEM: *Planning-
DER: 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: 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
DEM: *Elementary-School-Mathematics; *Mathematics-Instruction; *Secondary-School-Mathematics; *Vocabulary-Development
DER: 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: ED400684
AU: DeWispelaere,-Christi; Kossack,-Julie
TI: Improving Student Higher Order Thinking Skills through the Use of Graphic Organizers.
PY: 1996
NT: Master's Thesis, Saint Xavier University.
PR: EDRS Price MF01/PC07 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED400684
DEM: *Audiovisual-Aids; *Second-Languages; *Spanish-; *Thinking-Skills
DER: Classroom-Techniques; Instructional-Effectiveness; Instructional-Materials; Program-Descriptions; Second-Language-Instruction; Secondary-Education; Secondary-School-Students; Skill-Development
AB: A program designed to improve higher-order thinking skills in secondary school students of Spanish as a second language is reported. Deficiency in higher order thinking was documented through teacher-constructed tests, students' oral presentations in Spanish, teacher observation journals, and student reflection logs. Analysis showed the students lacked knowledge, practice, and transfer of higher order skills, regardless of the skills being taught in isolation or integrated into the curriculum. The intervention used in this project centered on use of graphic organizers, or mental maps presented in visual form that represent key skills such as sequencing, comparing and contrasting, and classifying. Appropriate graphic organizers were selected for the course content and used in instruction and testing, and students were provided with feedback. Students also developed their own graphic organizers and used them in new situations. Improvement in student performance was first noted in written quizzes and tests, and later in organization of student projects and improved student behavior. It is concluded that graphic organizers can be incorporated into second language instruction easily and effectively. Materials and supporting documentation are appended. Contains 31 references. (MSE)
AN: EJ597703
AU: Irwin-DeVitis,-Linda; Pease,-Deborah
TI: Using Graphic Organizers for Learning and Assessment in Middle Level Classrooms.
PY: 1995
SO: Middle-School-Journal; v26 n5 p57-64 May 1995
DEM: *Middle-Schools; *Student-Evaluation
DER: Evaluation-Methods; Learning-Activities; Middle-School-Students; Middle-School-Teachers
AB: Provides a brief overview of graphic organizers and the research that supports them, then discusses how one teacher used middle school students' graphic organizers for assessment of students' learning throughout a unit on AIDS. Summarizes the advantages found in using graphic organizers, discusses problems and concerns, and concludes that they are an appropriate and effective assessment strategy. (EV)
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.
DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Research; *Reading-Skills; *Teaching-Methods
DER: 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)
AN: EJ492822
AU: Braselton,-Stephania; Decker,-Barbara-C.
TI: Using Graphic Organizers to Improve the Reading of Mathematics.
PY: 1994
SO: Reading-Teacher; v48 n3 p276-81 Nov 1994
DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Mathematics-Instruction; *Problem-Solving
DER: Grade-5; Intermediate-Grades; Reading-Skills
AB: Describes the use of a graphic organizer with fifth graders to teach problem-solving skills and to teach reading skills helpful for comprehending mathematics materials. Suggests that the strategy was effective with students of all ability levels. (SR)
AN: EJ484783
AU: Avery,-Charles-W.; Avery,-Beth-Faris
TI: Merging Reading and Cooperative Strategies through Graphic Organizers (Open to Suggestion).
PY: 1994
SO: Journal-of-Reading; v37 n8 p689-90 May 1994
DEM: *Cooperative-Learning; *Reading-Comprehension; *Reading-Instruction
DER: Class-Activities; High-Schools; Reading-Attitudes; Reading-Improvement
AB: Describes cooperative learning activities that can be used in high school classrooms to focus prereading activities, to increase processing while reading, and to add punch to closing activities. (SR)
AN: EJ482443
AU: Clarke,-John; and-others
TI: Sequencing Graphic Organizers to Guide Historical Research.
PY: 1994
SO: Social-Studies; v85 n2 p70-75 Mar-Apr 1994
DEM: *Educational-Strategies; *History-Instruction; *Student-Research; *Thinking-Skills; *Visual-Aids
DER: Class-Activities; Decision-Making; Graphs-; Secondary-Education; Student-Evaluation; Teaching-Methods
AB: Asserts that high school student research assignments in history and social studies often yield disappointing results with limited summaries of facts and a loose array of opinions. Argues that graphic organizers can help students with historical inquiry and result in improved thinking skills, more sophisticated conclusions, and better decision making. (CFR)
Resources from OCLC’s WorldCat (materials available via libraries or bookstores)
Title: Improving reading comprehension on the secondary level through the use of graphic organizers
Author: Porter, K. B.
Year: 2001
Publisher: Weber State University.
Title: Standards-based language arts graphic organizers, rubrics, and writing prompts for middle grade students
Authors: Forte, I.; Schurr, S.
Year: 2001
Publisher: Incentive Publications.
Title: Short reading passages & graphic organizers to build comprehension: grades 6-8
Author: Beech, L.
Year: 2001
Publisher: Scholastic Professional Books.
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!
Authors: Miller, M.; Lee, M.
Year: 2000
Publisher: Scholastic Professional Books.
Title: Visual tools from graphic organizers to thinking maps
Author: Hyerle, D.
Year and Edition: 1999, 2nd.
Publisher: LPD Video Journal of Education.
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