Graphic organizers in reading instruction: Research findings and issues
By Xiangying Jiang, W. Grabe. Reading in a Foreign Language, 2007
157 citations recorded by the source corpus.
As an instructional tool, graphic organizers (GOs) have been highly recommended and used in contemporary classrooms. Over the past decade, a number of concerns have been raised about claims for the effectiveness of GOs. These concerns involve the inconsistent research results on student improvements, the limitation in generalizability from research studies, and the need for research studies with second language (L2) students and with more extended instructional exposure time. This paper argues that GOs, which directly represent the discourse structures of a text, provide stronger evidence for the effectiveness of the technique, and these versions of GOs should be adopted in comprehension instruction. The authors propose a number of generic forms of graphic representations that apply to regularly recurring text structures, and recommend further research on the impact of GOs with learners of English as a second or foreign language as well as research that involves more extended instructional time.
Subfields: Developmental and Educational Psychology, Education, Information Systems
View Paper: https://www.semanticscholar.org/paper/562a62720f3959d2959d3cbf980a7ca543dbaf10
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In Developmental and Educational Psychology
In Education
In Information Systems
Citations in the corpus
- Unlocking the Research on English Learners: What We Know--and Don't Yet Know--about Effective Instruction. (2013, background): “One study(37) found that graphic representations helped improve seventh-grade Canadian ESL (English as a second language) students’ comprehension and academic language, but this appears to be the only study of its kind with second-language learners.(38) Another researcher(39) also described the use ”
- Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students. (2013, background): “Some research on graphic organizers has produced incongruent findings and has raised questions about their overall effectiveness in reading instruction (Jiang & Grabe, 2007).”
- A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, methodology): “Structure visualization in GOs constitutes a major way to make students aware of text structure, as they provide a visual map of the structure (Jiang & Grabe, 2007; Manoli & Papadopoulou, 2012; Pyle et al., 2017).”