Journal Article10.1177/073194871103400104
Graphic Organizers and Students with Learning Disabilities: A Meta-Analysis:
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TL;DR: In this article, a meta-analysis of experimental and quasi-experimental studies in which upper-elementary, intermediate, and secondary students with learning disabilities learned from graphic organizers is presented.
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Abstract: This meta-analysis reviews experimental and quasi-experimental studies in which upper-elementary, intermediate, and secondary students with learning disabilities learned from graphic organizers. Following an exhaustive search for studies meeting specified design criteria, 55 standardized mean effect sizes were extracted from 16 articles involving 808 participants. Students at levels ranging from grade 4 to grade 12 used graphic organizers to learn in core-content classes (English/reading, science, social studies, mathematics). Posttests measured near and far transfer. Across several conditions, settings, and features, the use of graphic organizers was associated with increases in vocabulary knowledge, comprehension, and inferential knowledge. Mean effect sizes varied from moderate to large based on type of measure, type of graphic organizer, and subject area. Conclusions, implications for future research, and practical recommendations are presented.
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Citations
Supporting Struggling Writers With Class-Wide Teacher Implementation of a Computer-Based Graphic Organizer
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TL;DR: The authors investigated the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essays by students struggling with writing in 6th and 7th grade.
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Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools
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