Graphic organizers in reading instruction: Research findings and issues

Date
2007-04
Authors
Jiang, Xiangying
Grabe, William
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
19
Number/Issue
1
Starting Page
34
Ending Page
55
Alternative Title
Abstract
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.
Description
Keywords
graphic organizers, text and discourse structure, reading development, comprehension instruction
Citation
Extent
Format
Geographic Location
Time Period
Related To
Rights
Rights Holder
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.