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Abstract
The use of graphic organizers to facilitate reading comprehension has been the subject of numerous research investigations. The results of these studies are inconclusive in determining the type of organizer to be used, the point at which organizers should be introduced in the reading lesson, the individual responsible for construction, and the type of student that benefits most from the use of organizers. This paper critiques some of the existing graphic organizer research in an effort to provide direction for future investigations.
