Graphic Organizers and Their Effects - Essay Example

The Uses of Graphic Organizers: An Annotated Bibliography Research problem Till this point of time, there is no single graphic organizer has proved to be a final way to ensure effective comprehension of reading and learning; is cognitive mapping or semantic mapping more effective? Hypothesis Graphic organizers’ different types have considerably increased the learning and teaching process of students facing the problems of learning disabilities. Null hypothesis Whatever types of graphic organizers are used; it would not be ineffective as a way to increase learning of students facing the problems of learning disabilities. Kim, A.-H. et al. “Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research.” Journal of Learning Disabilities 37.2 (2004) : 105-118. 16 July 2011. This peer reviewed article examines the effects of graphic organizers on reading comprehension for those students facing the problems of learning disabilities. This article compares the standardized reading comprehension with the reading comprehension with the use of graphic organizers such as semantic organizers, cognitive mapping. The article concludes that the use of graphic organizers have improved reading comprehension overall for students with learning disabilities. This article is taken from Journal of Learning Disabilities, which is considerably recognized for its authentic and reliable work throughout the academic world. In addition, it is available at Sage Publication, again which prefers to publish reliable piece of work. This article provides the basic information relating to the research work. The use of graphic organizers for reading comprehension for students with learning disabilities; considerably fulfills the required need of information on the topic. DiCecco, V. M., and M. M. Gleason. “Using Graphic Organizers to Attain Relational Knowledge From Expository Text.” Journal of Learning Disabilities 35.4 (2002) : 306-320. 19 July 2011. This article focuses on the implications of the expository text. For this purpose, this research is carried out on K-12 participants in order to assess the potency of the graphic organizers as a comprehension tool. By highlighting the key concerns relating to graphic organizers, the researchers try to examine the effects of graphic organizers under treatment and control conditions. The results support the use of graphic organizers for students with learning disabilities to increase their relational knowledge from expository textbooks. When factual knowledge was analyzed via multiple choice questions and tests, the results mention no difference found between control and treatment conditions. This article belongs to the Journal of Learning Disabilities and is collectively published by Hammill Institute on Disabilities and Sage publication. Being a peer reviewed article, it consists of primary research over the use of graphic organizers on K-12 students . This article provides primary research over the use of graphic organizers. By clearly highlighting the difference of reading comprehension and relational knowledge, this article has facilitated in the broader understanding of the concept of graphic organizers. McCoy, J. D., and L. R. Ketterlin-Geller. “Rethinking Instructional Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.” Intervention in School and Clinic 40.2 (2004) : 88-95. 19 July 2011. This article takes into account the role of teachers in assisting students to learn complex content during classes. The students face the problems of studying facts without reaching the larger contexts. For that purpose, research at the University of Oregon concludes that if the teacher takes responsibility for explaining and identifying the concept within the parameters of course materials, students will be considerably relieved with above mentioned problems. At the same time, using the functional taxonomy, teachers can practically assess the realistic performance of students. This article is taken from Intervention in School and Clinic and is collectively published by Hammill Institute of Disabilities and Sage Publication. Both are famous for the publication and promotion of authentic scholarly pieces of work on the different topics. Learning becomes effective when teaching delivers. The role of teacher in the process of learning is of paramount importance. In the current literature review on the topic, this article greatly provides the content and requisite information to comprehend the role of teacher in the process of learning. McArthur Capizzi, A., and S. M. Barton-Arwood. “Using a Curriculum-Based Measurement Graphic Organizer to Facilitate Collaboration in Reading.” Intervention in School and Clinic 45.1 (2009) : 14-23. 19 July 2011. Curriculum based measurement (CBM) is used to measure and improve student achievement. This article takes into the use of CBM and its benefits in the field of education. This approach is familiar to both special education teachers and to the general education teachers. By using CBM along with graphic organizers, teachers can greatly improve the aggregate academic performance while the presence of challenges posed by CBM is highlighted and at the same time, suggestions to reduce the impacts of challenges posed by CBM are also incorporated into the article. The source of article emanates from Intervention in School and Clinic and it is collectively highlighted and published by Hammill Institute on Disabilities and Sage Publication. Undoubtedly, the Sage publication does not publish un-reliable material rather it is known for its unique but authentic publication of academic pieces. This article facilitates in understanding the use of CBM and graphic organizers. This article provides the aggregate use of CBM with graphic organizers and their collective impacts over the attainment of educational objectives pursued by teachers in relation with the students’ performance and evaluation. Stotsky, S. “Licensure Tests for Special Education Teachers: How Well They Assess Knowledge of Reading Instruction and Mathematics.” Journal of Learning Disabilities 42.5 (2009) : 464-474. 19 July 2011. This article assesses the role of teachers in providing education via evidence-based reading instruction and mathematics. This article avails the information provided by Education Testing Service (ETS) , the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now recognized as Evaluation Systems group on Pearson). More importantly, this article analyzes the descriptions of ETS’s tests of “principles of teaching and learning.” the aggregate findings suggest that prospective special education teachers are required to take both a test of mathematical knowledge and a dedicated test of evidence-based reading instructional knowledge as in Virginia, Massachusetts and California. Additionally, this article recommends states that they must design their own tests relating to teaching principles assessing knowledge of evidence based educational theories. This article is sourced from Journal of Learning Disabilities and it is published by both Hammill Institute on Disabilities and Sage publications. This article assisted in understanding the role of teachers and their skills of assessing knowledge of reading instructions and mathematics. In order to strengthen the role of teacher in the process of teaching, it is vitally important to understand those ingredients that enable the teacher to properly discharge the academic obligations as they are expected of. Pardo, L. S. “The Role of Context in Learning to Teach Writing: What Teacher Educators Need to Know to Support Beginning Urban Teachers.” Journal of Teacher Education 57.4 (2006) : 378-394. 19 July 2011. This article puts light on the role of writing especially by teachers. First, this article elaborates the historical development in the process of learning to teach writing. Teachers were mostly influenced by their individual teaching contexts and as other teaching contexts rarely offer help in learning and teaching writing. As a result, this article focuses on the implications of the teachers’ individual teaching contexts over the process of teaching writing in the current environment where urban schools are struggling with students, policy and their own resolve to learning to teach writing to students. This article emanates from Journal of Teacher Education and it is published by Sage Publication on behalf of American Association of Colleges for Teacher Education. These are the professional journals hence provide a considerable authenticity on the topic. Again, this article elaborates the learning process necessary for teachers before they teach students. Without any doubt, the more professionally equipped teacher, the better the students’ performance and understanding of the content and expository material via graphic organizers. Hagaman, J. L., and R. Reid. “The Effects of the Paraphrasing Strategy on the Reading Comprehension of Middle School Students at Risk for Failure in Reading.” Remedial and Special Education 29.4 (2008) : 222-234. 19 July 2011. Reading comprehension is essential to learning education. This article highlights the existing strategies to increase reading comprehension. In order to assess the existing strategies, the authors carry out primary research over the use of self-regulated strategy development accompanying the use of “RAP” paraphrasing strategy adopted to increase reading comprehension. The results of research point out that the use of RAP paraphrasing strategy has improved reading comprehension. This article is published in Remedial and Special Education in August 2008. And, it is published by both Hammill Institute on Disabilities and Sage Publication. This article can be compared with articles promoting graphic organizers to teach and learn reading comprehension. The evaluation from this article may suggest improvement over reading comprehension in sixth-grade students. However, the use of graphic organizers cannot be undermined by the method suggested by this article. Gajria, M. et al. “Improving Comprehension of Expository Text in Students With LD: A Research Synthesis.” Journal of Learning Disabilities 40.3 (2007) : 210-225. 19 July 2011. This article comprehensively elaborates on the use of graphic organizers for the purpose of enhancing comprehension. After locating different studies on the topic, the authors greatly go into the depth of the topic by explaining different types of graphic organizers and at the same time highlighting the key characters involved in the process such as instructional features, methodological features, generalization characteristics, strategy maintenance. In the end, the authors highlight implications for classroom practice. Gajria and others have greatly incorporated the material relating to graphic organizers and they sufficiently talk about comprehension. However, they lack to particularize their research on the topic; they do not specify neither grades, nor any other standard helpful to students to use this article. This article offers a great length of material for this research work. As the topic consist of the use and graphic organizers, the material in this article can greatly be used to extend and explain the different dimensions of the topic. Berkeley, S., T. E. Scruggs, and M. A. Mastropieri. “Reading Comprehension Instruction for Students With Learning Disabilities, 1995--2006: A Meta-Analysis.” Remedial and Special Education 31.6 (2009) : 423-436. 19 July 2011. This article uses meta-analysis procedures to collect and draw on certain reading comprehension related findings. The authors collected at least 40 studies published between 1995 and 2006. Different interventions were separated and classified as reading skills instruction, question instruction and text enhancement within the parameters of peer-mediated and self-regulated instructions. This article has used the secondary data to obtain particular research objectives. Instead of working on primary research, the authors have used the secondary data. At the same time, the availed data and years are considerably older and obsolete as the much has changed after 2006 to this point of time. This article assists by putting light over the historical trend in the reading comprehension. As a result, this facilitates the current research by comparing the historical evolution on the reading comprehension and other related techniques and the current trends of comprehension. Edmonds, M. S. et al. “A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers.” Review of Educational Research 79.1 (2009) : 262-300. 19 July 2011. This article highlights issues involving reading difficulties with interventions. In reading, fluency, vocabulary, decoding, and comprehension were incorporated into the interventions. The collection of studies was carried out to meet criteria for a meta-analysis. And, the focus was on older students (Grades 6-12). And, the article did mention some implications for comprehension instruction for older readers. The article bases its research on the past data. And, at the same time, instead of using simple and understandable language, the authors have used more sophisticated language in the article, making it hard for the article reader to understand the objectives of this paper. This article with the synthesis of historical intervention studies greatly helps in understanding reading trend and comprehension issues. As the research is greatly linked with the graphic organizers and reading comprehension, the use of this article greatly helps in understanding the grey areas in reading and comprehension. Population and sample method Population can be termed as a group having some similarities or having similar characteristics. These characteristics can be age, culture, environment and etc. On the basis of these characteristics, a sample is selected. However, selecting a representative sample is not an easy process. In this research, students studying in different levels can be termed as population. And the method of selecting a representative sample depends on the research objectives. A stratified random sample method may be used. In which, population is segregated into strata and sample is selected randomly from each stratum. For example, in the survey of university graduates, it may be preferable to choose to draw 50 students from each of the junior and senior strata. Experimental design is the planning process by which study objectives are met. It works as a systemic way to carry out the research work with an aim of attaining research objectives. Experimental design is based on following steps: 1. Identifying the experimental unit. 2. Identifying the variables types. 3. Defining the structure of treatment. 4. Defining the design structure. The research work is carried out the graphic organizers for the purpose of comprehension. Within that, the test for hypothesis was carried out by using different articles. Inferential analysis is to assess whether a relationship exists between a sample and population. This assessment may establish both positive and negative relationship between sample and population. For example, if graduate students are taught either with semantic mapping or with cognitive mapping, their learning process would be increased similar to those graduate students who are taught with other types of graphic organizers. By clearly highlighting the fact that it does not matter what types of graphic organizers are used to teach, the students learn comparatively better than other standard way of teaching. Works cited Berkeley, S., T. E. Scruggs, and M. A. Mastropieri. “Reading Comprehension Instruction for Students With Learning Disabilities, 1995--2006: A Meta-Analysis.” Remedial and Special Education 31.6 (2009) : 423-436. 19 July 2011. DiCecco, V. M., and M. M. Gleason. “Using Graphic Organizers to Attain Relational Knowledge From Expository Text.” Journal of Learning Disabilities 35.4 (2002) : 306-320. 19 July 2011. Edmonds, M. S. et al. “A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers.” Review of Educational Research 79.1 (2009) : 262-300. 19 July 2011. Gajria, M. et al. “Improving Comprehension of Expository Text in Students With LD: A Research Synthesis.” Journal of Learning Disabilities 40.3 (2007) : 210-225. 19 July 2011. Hagaman, J. L., and R. Reid. “The Effects of the Paraphrasing Strategy on the Reading Comprehension of Middle School Students at Risk for Failure in Reading.” Remedial and Special Education 29.4 (2008) : 222-234. 19 July 2011. Kim, A.-H. et al. “Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research.” Journal of Learning Disabilities 37.2 (2004) : 105-118. 16 July 2011. McCoy, J. D., and L. R. Ketterlin-Geller. “Rethinking Instructional Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.” Intervention in School and Clinic 40.2 (2004) : 88-95. 19 July 2011. McArthur Capizzi, A., and S. M. Barton-Arwood. “Using a Curriculum-Based Measurement Graphic Organizer to Facilitate Collaboration in Reading.” Intervention in School and Clinic 45.1 (2009) : 14-23. 19 July 2011. Pardo, L. S. “The Role of Context in Learning to Teach Writing: What Teacher Educators Need to Know to Support Beginning Urban Teachers.” Journal of Teacher Education 57.4 (2006) : 378-394. 19 July 2011. Stotsky, S. “Licensure Tests for Special Education Teachers: How Well They Assess Knowledge of Reading Instruction and Mathematics.” Journal of Learning Disabilities 42.5 (2009) : 464-474. 19 July 2011. Read More