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Original Articles

A PRELIMINARY INVESTIGATION OF THE DIFFERENCES IN CHILDREN'S RETENTION OF “INCONSIDERATE” TEXT

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Pages 237-246 | Published online: 03 Aug 2006

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CynthiaC. Griffin, Linda Duncan Malone & EdwardJ. Kameenui. (1995) Effects of Graphic Organizer Instruction on Fifth-Grade Students. The Journal of Educational Research 89:2, pages 98-107.
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Linda Irwin-DeVitis & Deborah Pease. (1995) Using Graphic Organizers for Learning and Assessment in Middle Level Classrooms. Middle School Journal 26:5, pages 57-64.
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PamelaJ. Dunston. (1991) A critique of graphic organizer research. Reading Research and Instruction 31:2, pages 57-65.
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Articles from other publishers (6)

Kelly B. Cartwright & Nell K. Duke. (2019) The DRIVE Model of Reading: Making the Complexity of Reading Accessible . The Reading Teacher 73:1, pages 7-15.
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Nicole Pyle, Ariana C. Vasquez, Benjamin LignugarisKraft, Sandra L. Gillam, D. Ray Reutzel, Abbie Olszewski, Hugo Segura, Daphne Hartzheim, Woodrow Laing & Daniel Pyle. (2017) Effects of Expository Text Structure Interventions on Comprehension: A Meta-Analysis. Reading Research Quarterly 52:4, pages 469-501.
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Hector R. Ponce, Richard E. Mayer & Mario J. Lopez. (2013) A computer-based spatial learning strategy approach that improves reading comprehension and writing. Educational Technology Research and Development 61:5, pages 819-840.
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Sharon Walpole & Laura Smolkin. 2004. Missing the Meaning. Missing the Meaning 197 211 .
Steven V. HortonThomas C. LovittDonna Bergerud. (2016) The Effectiveness of Graphic Organizers for Three Classifications of Secondary Students in Content Area Classes. Journal of Learning Disabilities 23:1, pages 12-22.
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Judith G. Lambiotte, Donald F. Dansereau, David R. Cross & Sharon B. Reynolds. (1989) Multirelational semantic maps. Educational Psychology Review 1:4, pages 331-367.
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