99
Views
50
CrossRef citations to date
0
Altmetric
Original Articles

Effects of Graphic Organizer Instruction on Fifth-Grade Students

, &
Pages 98-107 | Published online: 15 Jul 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (9)

(Mark) Feng Teng. (2022) Vocabulary learning through videos: captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning 35:3, pages 518-550.
Read now
David J. Royer. (2017) My IEP: A Student-Directed Individualized Education Program Model. Exceptionality 25:4, pages 235-252.
Read now
Sara M. Flanagan & Emily C. Bouck. (2015) Supporting Written Expression in Secondary Students With a Series of Procedural Facilitators: A Pilot Study. Reading & Writing Quarterly 31:4, pages 316-333.
Read now
Yue Yin. (2012) Using Tree Diagrams as an Assessment Tool in Statistics Education. Educational Assessment 17:1, pages 22-49.
Read now
Alan Zollman. (2012) Write Is Right: Using Graphic Organizers to Improve Student Mathematical Problem Solving. Investigations in Mathematics Learning 4:3, pages 50-60.
Read now
Diana Rogers-Adkinson, Kristine Melloy, Shannon Stuart, Lynn Fletcher & Claudia Rinaldi. (2008) Reading and Written Language Competency of Incarcerated Youth. Reading & Writing Quarterly 24:2, pages 197-218.
Read now
N. A. Broer, C. A. J. Aarnoutse, F. K. Kieviet & J. F. J. van Leeuwe. (2002) The Effect of Instructing the Structural Aspect of Texts. Educational Studies 28:3, pages 213-238.
Read now
Kuo-En Chang, Yao-Ting Sung & Ine-Dai Chen. (2002) The Effect of Concept Mapping to Enhance Text Comprehension and Summarization. The Journal of Experimental Education 71:1, pages 5-23.
Read now

Articles from other publishers (41)

Özkan KILIÇ & Banu ÖZDEMİR. (2023) Grafik Düzenleyicilerin Ortaokul 7. Sınıf Öğrencilerinin Hikâye Edici Metin Yazma Becerilerine EtkisiThe Effect of Graphic Organizers on the Narrative Text Writing Skills of 7th Grade Middle School Students. Okuma Yazma Eğitimi Araştırmaları 11:2, pages 64-78.
Crossref
Elizabeth L. Tighe, Gal Kaldes, Amani Talwar, Scott A. Crossley, Daphne Greenberg & Stephen Skalicky. (2022) Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading. Journal of Learning Disabilities 56:1, pages 25-42.
Crossref
Canan NAKİBOĞLU. (2022) Usage of Graphic Organizers in Upper-Secondary School Chemistry TextbooksOrtaöğretim Kimya Ders Kitaplarında Grafik Düzenleyici Kullanımı. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi 6:2, pages 1-31.
Crossref
Rose K. Pozos, Samuel Severance, Jill Denner & Kip Tellez. (2022) Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners. Teachers College Record: The Voice of Scholarship in Education 124:5, pages 127-145.
Crossref
Suzanne T.M. Bogaerds-Hazenberg, Jacqueline Evers-Vermeul & Huub van den Bergh. (2020) A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades. Reading Research Quarterly 56:3, pages 435-462.
Crossref
Pınar ŞAFAK & Hatice Cansu BİLGİÇ. (2021) Çoklu Yetersizliği Olan Az Gören Çocuklara Doğrudan Öğretimle Sunulan Şematik Düzenleyicinin Bir Fen Konusunun Öğretiminde Etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 22:1, pages 175-206.
Crossref
Shan Zhang, Xiaojun Meng, Can Liu, Shengdong Zhao, Vibhor Sehgal & Morten Fjeld. 2019. Human-Computer Interaction – INTERACT 2019. Human-Computer Interaction – INTERACT 2019 314 328 .
Fitnat GÜRGİL. (2018) Table, Graphic, and Diagram Interpretation and Preparation Skills: Social Studies and Geography Teachers’ Practice and Beliefs. Review of International Geographical Education Online 8:3, pages 517-541.
Crossref
Canan NAKİBOĞLU. (2018) Ortaokul Fen Bilimleri Ders Kitaplarında Grafik Düzenleyici Kullanımının İncelenmesi. Kuramsal Eğitimbilim, pages 1-23.
Crossref
Maryam Eftekhari & Elaheh Sotoudehnama. (2018) Effectiveness of computer-assisted argument mapping for comprehension, recall, and retention. ReCALL 30:3, pages 337-354.
Crossref
Brendan Barstow, Lisa Fazio, Jordan Lippman, Mohammad Falakmasir, Christian D. Schunn & Kevin D. Ashley. (2016) The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing. International Journal of Artificial Intelligence in Education 27:4, pages 671-693.
Crossref
Stephen Ntim. (2017) Does text familiarity predict schema automation to reduce Working Memory Capacity constraints for enhanced reading comprehension? A study from Ghana. International Journal of Research Studies in Psychology 6:2.
Crossref
Brendan Barstow, Lisa Fazio, Christian Schunn & Kevin Ashley. (2017) Experimental evidence for diagramming benefits in science writing. Instructional Science 45:5, pages 537-556.
Crossref
Young-Suk Grace Kim & Beth Phillips. (2016) Five Minutes a Day to Improve Comprehension Monitoring in Oral Language Contexts. Topics in Language Disorders 36:4, pages 356-367.
Crossref
Emmelien Merchie & Hilde Van Keer. (2016) Mind mapping as a meta-learning strategy: Stimulating pre-adolescents’ text-learning strategies and performance?. Contemporary Educational Psychology 46, pages 128-147.
Crossref
Yao-Ting Sung, Chia-Ning Liao, Tao-Hsing Chang, Chia-Lin Chen & Kuo-En Chang. (2016) The effect of online summary assessment and feedback system on the summary writing on 6th graders: The LSA-based technique. Computers & Education 95, pages 1-18.
Crossref
Tenaha O’Reilly & John Sabatini. 2016. Interventions in Learning Disabilities. Interventions in Learning Disabilities 139 158 .
John P. Sabatini, Tenaha O’reilly, Laura Halderman & Kelly Bruce. (2015) Broadening the scope of reading comprehension using scenario-based assessments: Preliminary findings and challenges. L’Année psychologique 114:04, pages 693-723.
Crossref
John P. Sabatini, Tenaha O’Reilly, Laura Halderman & Kelly Bruce. (2014) Broadening the scope of reading comprehension using scenario-based assessments: Preliminary findings and challenges. L’Année psychologique Vol. 114:4, pages 693-723.
Crossref
Carol McDonald Connor, Beth M. Phillips, Michael Kaschak, Kenn Apel, Young-Suk Kim, Stephanie Al Otaiba, Elizabeth C. Crowe, Shurita Thomas-Tate, Lakeisha Cooper Johnson & Christopher J. Lonigan. (2014) Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade. Educational Psychology Review 26:3, pages 379-401.
Crossref
Young-Suk Kim & Beth Phillips. (2014) Cognitive Correlates of Listening Comprehension. Reading Research Quarterly 49:3, pages 269-281.
Crossref
Yusfarina Mohd Yussof, Abdul Rasid Jamian, Samsilah Roslan, Zaitul Azma Zainon Hamzah & Muhammad Kamarul Kabilan. (2012) Enhancing Reading Comprehension through Cognitive and Graphic Strategies: A Constructivism Approach. Procedia - Social and Behavioral Sciences 64, pages 151-160.
Crossref
Khadijeh Jafari & Fatimah Hashim. (2012) The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study. System 40:2, pages 270-281.
Crossref
Silvana M. R. Watson, Robert A. Gable, Sabra B. Gear & Kimberly C. Hughes. (2012) Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities. Learning Disabilities Research & Practice 27:2, pages 79-89.
Crossref
Polyxeni Manoli & Maria Papadopoulou. (2012) Graphic Organizers as a Reading Strategy: Research Findings and Issues. Creative Education 03:03, pages 348-356.
Crossref
Amirreza Vakilifard & Françoise Armand. (2011) Les effets de la carte conceptuelle hiérarchique sur la compréhension littérale et inférentielle de textes informatifs en langue seconde. The Canadian Modern Language Review 67:2, pages 217-245.
Crossref
Abutaleb Iranmehr, Hossein Davari & Seyyed Mahdi Erfani. (2011) The Application of Organizers as an Efficient Technique in ESP Textbooks Development. Theory and Practice in Language Studies 1:4.
Crossref
Gary WoolleyGary Woolley. 2011. Reading Comprehension. Reading Comprehension 111 130 .
Gary WoolleyGary Woolley. 2011. Reading Comprehension. Reading Comprehension 15 34 .
Hyun-Sook Kim & Kyung-Ae Cha. (2010) The Effects of Instruction Using Graphic Organizers on Reading Comprehension. Studies in Foreign Language Education 24:1, pages 209-241.
Crossref
Pei-Lin Liu, Chiu-Jung Chen & Yu-Ju Chang. (2010) Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education 54:2, pages 436-445.
Crossref
Janet L. Proly, Jessica Rivers & Jamie Schwartz. (2009) Text Comprehension: Graphic Organizers to the Rescue. Perspectives on School-Based Issues 10:3, pages 82-89.
Crossref
Hye-Eun Jeong, 최선영 & KANG HO KAM. (2008) Effects of Instructions using Graphic Organizers on Elementary School Science Achievement and Creativity - Focused on the Units of ‘Shape of Animals' and ‘Female and Male of Animals' in the 4th Grade -. BIOLOGY EDUCATION 36:4, pages 468-477.
Crossref
Ashley A. SkylarKyle Higgins & Randall Boone. (2016) Strategies for Adapting WebQuests for Students With Learning Disabilities. Intervention in School and Clinic 43:1, pages 20-28.
Crossref
Veronica Roberts & Richard Joiner. (2007) Investigating the efficacy of concept mapping with pupils with autistic spectrum disorder. British Journal of Special Education 34:3, pages 127-135.
Crossref
Leigh A. Hall. (2005) Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education 21:4, pages 403-414.
Crossref
Brad W. Baxendell. (2016) Consistent, Coherent, Creative: The 3 C's of Graphic Organizers. TEACHING Exceptional Children 35:3, pages 46-55.
Crossref
Vonnie M. DiCecco & Mary M. Gleason. (2016) Using Graphic Organizers to Attain Relational Knowledge From Expository Text. Journal of Learning Disabilities 35:4, pages 306-320.
Crossref
Leigh Ann James, Mary Abbott & Charles R. Greenwood. (2001) How Adam Became a Writer. TEACHING Exceptional Children 33:3, pages 30-37.
Crossref
Philip C. Hauptman. (2008) Some Hypotheses on the Nature of Difficulty and Ease in Second Language Reading: An Application of Schema Theory. Foreign Language Annals 33:6, pages 622-631.
Crossref
Jennifer Paff Ogle & Ann Marie Fiore. (2016) Facilitating Students' Integration of Textiles and Clothing Subject Matter. Part Two: Substantiating the Applicability of Proposed Structures. Clothing and Textiles Research Journal 18:2, pages 73-89.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.