This study investigated the effect of instruction that included graphic organizers on LDS seminary students’ ability to understand scriptural text and their ability to identify doctrines in scriptural text, utilizing a repeated measures, quasi-experimental design involving 209 ninth-grade student participants. The participants were randomly assigned by class to one of two treatment groups. Participants in the treatment group received instruction using graphic organizers with the standard curriculum and participants in the comparison group received instruction using only the standard curriculum. Three different measures were employed to measure the effectiveness of the graphic organizers intervention: (a) a multiple-choice test of LDS doctrines and principles; (b) an identifying doctrines and principles in text test; and (c) a student perception survey. Results of the ANOVA for the multiple-choice test indicated no significant difference between instructional groups for ability to recall facts from the class instruction and the class text, F (1, 205) = 1.60, p = .21, partial ή² = .21. Results of the ANOVA for the identifying doctrines and principles in text test, measuring transferability of the skills learned while studying the Doctrine and Covenants to a different text containing some of the same doctrines and principles, also indicated no significant difference between groups, F (1, 196) = 1.93, p = .17. The results for the student perception survey were positive; most students felt confident about their ability to comprehend scriptural text, but were slightly less confident about their ability to identify doctrines and principles in the text. The participants in this study were generally positive in their willingness to learn about and use graphic organizers. Results of this study indicated that graphic organizers did not significantly impact students’ ability to identify doctrines and principles in scriptural text or to learn concepts from scriptural text.

This comparative pre-test/post-test quantitative study investigated the effect of an instructional strategy using concept mapping as a graphic organizer on the quality of persuasive writing compositions produced by fourth grade elementary school students. Six fourth grade classes were assigned as intact groups to three conditions: concept mapping treatment, four square treatment, and control. Participants wrote a pre-test essay prior to treatment. Treatment consisted of an instructional unit collaboratively developed by the researcher and classroom teachers on persuasive writing. Instruction for the three treatment groups was the same except for type of graphic organizer used (Concept Map, Four Square, or none). Following treatment, a post-test on persuasive writing was administered in the form of an essay. The concept mapping treatment group used concept mapping as their graphic organizer, the four square treatment group used the four square method, and the control group used no graphic organizer. Each of the pre- and post-test essays for both treatment and control groups were scored using rubrics created collaboratively by the researcher and participating teachers for Persuasive Content and for Engagement with Content. Only the concept mapping treatment group created concept maps during the post-test. Therefore, only the concept mapping treatment groups’ essays received a score for Sophistication of the Concept Map. One-way Analysis of Variance showed a significant mean difference in Persuasive Content and Engagement with Content between the three treatment groups. Concept Mapping had the highest mean scores on each, followed by Four Square and then the control. Pearson’s product-moment correlation showed a moderate positive correlation between Sophistication of Concept Map and both Persuasive Content and Engagement with Content. Positive correlations were also found between prior KCCT scores and persuasive writing scores and prior writing portfolio scores and persuasive writing scores. No significant correlation was found between gender and persuasive writing scores or race/ethnicity and persuasive writing scores. The results of this study indicate that Concept Mapping improves Persuasive Content and Engagement with Content when used as a graphic organizer in the writing of persuasive essays.

The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach an academic standard for elementary students with moderate intellectual disabilities. A multiple probe (days) across participants design was used to evaluate the effectiveness of using a system of least prompts and a graphic organizer to teach students how to compare two characters from adapted text. The results showed a system of least prompts and the use of graphic organizer was effective in teaching an academic standard for students with moderate intellectual disabilities.

No description available.

Students with emotional behavioral disorders (EBD) who have been removed from their regular schools into alternative educational settings (AES) have academic deficits that affect their success in school (Lehr, Tan, & Ysseldyke, 2009); however, few researchers have investigated what strategies work best for this population, especially in the area of math (Schwab, Johnson, Ansley, Houchins, & Varjas, 2016). Two important areas that students with EBD must master to graduate high school are fractions and algebra (Templeton, Neel, & Blood, 2008). Since the research on math interventions for students with EBD in these areas is limited, researchers have suggested examining the math literature for students with learning disabilities (LD) to find potential intervention components. The purpose of the first study was to synthesize the randomized control trials and quasi-experimental intervention research on instructional approaches that enhance the math achievement of students in grades 6-12 with LD. This study used meta-analytic techniques to synthesize the math literature for secondary students with LD. Findings indicated that strategy instruction had a higher effect size (Hedges g= .72) than alternate delivery systems (Hedges g= .23), and the number of Common Core State Standard math practices was a moderator for the effect size of math interventions. Since strategy instruction had a higher effect size, the purpose of the second study was to test the effects of a graphic organizer on the math performance for middle school students with EBD in an AES. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects of the graphic organizer on the math skills of the students. A repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Fidelity data indicated that two teachers had low adherence, quality of instruction scores and had low percentages of student engagement. Social validity results indicated that teacher and students found the intervention to be an acceptable intervention.

By augmenting an existing static medium (a graphic organizer) with attributes such that learners were able to sort or rearrange information in multiple ways, two new types of “dynamic” graphic organizers were created. An experiment was performed to investigate the effectiveness of these dynamic graphic organizers as instructional tools. One-hundred-sixty-one students were recruited for participation in the study from a two-year community college and a four-year public university in the southeast United States. Participants were randomly assigned to one of three graphic organizer treatment groups: static, sortable, and shuffle-sortable. Response accuracy and response latency measurements for three types of mental tasks (factual, comparative, and inferential) were compared across the three treatment groups. A multivariate analysis of variance showed no significant difference between the three graphic organizer types for response accuracy. A within-groups analysis of variance showed no significant differences in response accuracy between mental tasks within the static or sortable treatment groups. However, analysis of variance indicated that accuracy for inferential judgments was lower than that for factual judgments in the shuffle-sortable group. With respect to response latency, a multivariate analysis of variance revealed no significant difference between the three treatment groups. A within-groups analysis of variance showed significant differences in response latency between factual and inferential judgment-making for both the sortable and shuffle-sortable treatments. The sortable treatment had the most pronounced differences in latency between mental tasks, whereas no significant differences in response latency were observed within the static treatment. Participants in the two dynamic treatments reported much higher percentages of affirmative responses to the question, “Did you think your graphic organizer was an effective instructional tool?” with 82.7% and 81.5% responding “yes” for the Sortable and Shuffle-sort groups, respectively, and only 60.0% responding “yes” for the Static group. The graphic organizers in the study are known as adjunct displays and therefore each was associated with an accompanying text passage. Participants had the capability of viewing the accompanying text passage at will within the constraints of a five-minute graphic organizer study period. Analysis of variance revealed that participants in the shuffle-sortable group spent significantly less time viewing the text passage than participants in the static group, possibly because the overhead associated with the shuffle-sortable graphic organizer’s user interface controls consumed time or mental resources that would have otherwise been used to view the text. The results of this study suggest that dynamic graphic organizers are equivalent to traditional static graphic organizers, at least for the educational subject matter used in this study (comparative text comprising 204 words describing six fictitious species of fish, their attributes, and the relationships between these attributes) for measures related to accuracy. Additionally, participants in the two dynamic graphic organizer treatments took advantage of the affordances offered by those treatments (88.5% of the Sortable group sorted, 75.9% of the Shuffle-sort group sorted, and 88.9% of the Shuffle-sort group shuffled). This study may benefit both instructional designers and educational researchers as new curricula are designed and new instructional tools are studied, respectively.

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本研究旨在探討使用閱讀網絡圖對於臺灣高中生閱讀理解能力的影響，並分析學習者對於使用閱讀網絡圖後的態度觀感。 根據研究目的，所採用的實驗工具為閱讀理解測驗以及態度問卷。實驗對象為台中市某私立高中的92名學生。實驗進行前，實驗組與對照組的學生們接受閱讀理解前測。在為期六週的教學期間，實驗組接受閱讀網絡圖教學訓練，而對照組則接受傳統的教師講述閱讀教學方式。實驗後，兩組學生接受閱讀理解後測；實驗組另在後測結束後填寫問卷。資料分析透過描述性統計、T檢定、與ANOVA檢視閱讀網絡圖教學的效益；問卷旨在瞭解學生對於閱讀網絡圖輔助閱讀理解的態度和看法。 研究主要結果如下： 1.閱讀網絡圖有助於學生閱讀理解。此外，閱讀網絡圖對於學生在回答克漏字網絡圖題型有助益，但其顯著差異並未反映在選擇題的作答表現上。 2.學生對於閱讀網絡圖抱持正面的態度。第一，他們給予網絡圖正面回饋；第二，他們肯定網絡圖對於閱讀理解及文章架構的助益；第三，他們表示有意願在未來應用閱讀網絡圖於英語文章或其他學科的學習上。 綜合研究結果，本研究透過瞭解閱讀網絡圖在閱讀教學上的效益，期能提供教師對於閱讀網絡圖的使用有更一步的瞭解，以充分幫助學生的英語閱讀學習。 / The present study aimed to investigate the effects of graphic organizer instruction on Taiwanese senior high school students’ reading comprehension. Also, it explored students’ attitudes toward the use of graphic organizers. Based on the purpose of this study, instruments included reading comprehension tests and an attitude questionnaire. Two intact classes of 92 private senior high school second-grade female students in Taichung City participated in the study. The classes were first divided into the experimental group and the control group. Before the treatment, the reading comprehension pre-test was administrated. During the six-week instruction, the experimental group received graphic organizer instruction, while the control group received the traditional reading instruction. After that, the effects of graphic organizer instruction were evaluated through measures of reading comprehension post-test. The attitude questionnaire was distributed to the experimental group right after the post-test. The quantitative analysis of the mean scores on comprehension tests was conducted through descriptive statistics, t-Tests, and two-way ANOVA to indicate the effects of graphic organizers. In addition, the data of the questionnaire were analyzed for students’ attitudes toward and perceptions of graphic organizers. The major findings of the study were listed below: 1. The results of comprehension tests showed a significant effect of graphic organizer instruction on reading comprehension of senior high school students. Besides, the graphic organizer instruction positively affected students’ performance on answering cloze graphic organizer questions, while its effect on students’ answering multiple-choice questions was not salient. 2. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of graphic organizers. First, the students expressed positive feedbacks toward the use of graphic organizers. Second, they confirmed the benefits of graphic organizer instruction like increasing their reading comprehension and familiarizing themselves with text structure. Third, they generally showed their willingness to apply the use of graphic organizers to future learning while reading English articles or studying other subjects. To conclude, this study may be of importance in understanding the effectiveness of graphic organizers in its application of reading instruction, as well as in providing English teachers with a better understanding of how to use graphic organizers so as to offer learners with best help.

No description available.

No description available.