research paper christina keene

8/11/2019 Research Paper Christina Keene

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Running head: EFFECTS OF GRAPHIC ORGANIZERS ON READING 1

Effects of Ga!hic Ogani"es on Reading Achie#e$ent

Chistina %& 'eene

(a)dosta State *ni#esit+



EFFECTS OF GRAPHIC ,

A-stact

This stud+ e.a$ined the effects of ga!hic ogani"es on eading co$!ehension of thid gade

Ea)+ Inte#ention Poga$ /EIP0 students& The stud+ a)so e.a$ined the attitudes of students

toad ga!hic ogani"es& Fouteen students ee taught using the egu)a eading !oga$ fo 2

ee3s& Ga!hic ogani"es ee added to the eading cuicu)u$ duing the ne.t 2 ee3s&

Student !efo$ance as assessed using the students4 a#eage eading gades5 the STAR eading

test5 and an attitude 6uestionnaie& Resu)ts of the STAR eading test shoed that a)though thee

as a diffeence in eading co$!ehension hen ga!hic ogani"es ee used5 the diffeence

as not significant& Hoe#e5 the attitude su#e+ indicated that students had !ositi#e attitudes

toad ga!hic ogani"es&



EFFECTS OF GRAPHIC 7

Effects of Ga!hic Ogani"es on Reading Achie#e$ent

Reading co$!ehension )e#e)s ha#e -een deceasing fo $an+ +eas /Egan5 18880& Citics

ha#e fe6uent)+ -eated ou schoo) s+ste$s on thei a-i)ities to educate students in eading& Ou

students4 !oo !efo$ance in eading co$!aed to those in othe counties is a constant to!ic of

discussion& To counteact this de-ate5 ne !o)icies in eading instuction ha#e -een ceated to

he)! a)) chi)den succeed in eading& The No Chi)d 9eft ehind )egis)ation5 hich focuses

!aticu)a)+ on eading5 ca))s fo schoo)s to see3 out and use eseach;#a)idated instuctiona)

$ethods to ensue student )eaning& Reading co$!ehension has -een identified as one of the

$a<o goa)s fo eading instuction /Noton5 188=0& E#en so5 $an+ citics agee /Ha)) >

Stange$an5 ,??1@ Noton5 188=@ Sn+de5 ,??@0 that students ae not taught successfu)

co$!ehension stategies& Sn+de stated that co$!ehension $ethods that ae eseach #a)idated

$ust -e e$!)o+ed& One eseach;#a)idated instuctiona) $ethod that $a+ incease eading

co$!ehension is ga!hic ogani"es& A ga!hic ogani"e is defined -+ Egan /18880 as Ba #isua)

e!esentation of 3no)edge5 a a+ of stuctuing info$ation5 and of aanging essentia) as!ects

of an idea o to!ic into a !atten using )a-e)s /!& 210&

A)) too often5 chi)den ho e!eated)+ fai) at eading )ose thei $oti#ation to ead and

-egin dou-ting thei a-i)it+ to )ean& These students i)) a#oid eading at a)) costs and $a+

-eco$e ithdan duing guided eading& Reseach has e!eated)+ #eified that5 if students ae

to )ean effecti#e)+5 the+ need to fee) successfu)& Students shou)d -e !o#ided ith cha))enges in

eading that ae a!!o!iate to thei s3i))s& Educatos shou)d a)so see3 to !o#ide an instuctiona)

!oga$ that i)) gi#e each student the $a.i$u$ o!!otunit+ to i$!o#e thei eading

co$!ehension& 'e+ stategies that Fishe5 Fe+5 and i))ia$s /,??,0 eco$$end to i$!o#e




eading co$!ehension ae shon in the fo))oing )ist: ead a)ouds5 '9 chats5 eci!oca)

teaching5 #oca-u)a+ instuction5 iting to )ean5 stuctued note;ta3ing5 and ga!hic ogani"es&

O!ti$u$ eading o!!otunities ae essentia) to eading co$!ehension& Reseach

confi$s that students ho ae i$$esed in eading often ha#e highe eading achie#e$ent

/Noton5 188=0& A$ount of ti$e s!ent eading each da+ has !o#en to -e -eneficia) hee

eading !oficienc+ is concened& Teaches ho !o#ide a ich aa+ of eading $ateia)5 !)ent+

of $oti#ation to ead5 and a co$fota-)e and in#iting !)ace to ead ae a)so aiding eading

!oficienc+& Educatos e#e+hee ae inco!oating an uninteu!ted eading ti$e into thei

dai)+ outines& This sends the $essage to students that eading is i$!otant and that e#e+ effot

shou)d -e $ade to i$!o#e eading co$!ehension& Reseach sa+s that ga!hic ogani"es ae

he)!fu) too)s in i$!o#ing eading co$!ehension /Chang5 Sung5 > Chen5 ,??,@ Fishe et a)&5

,??,@ Ha)) > Stange$an5 ,??10& E))is /1880 stated that ga!hic ogani"es !esent an o#e#ie

of hat is to -e )eaned5 !o#iding c)eae and $oe $eaningfu) e.!ectations to students&

Students ae a-)e to focus on hat is i$!otant as essentia) 3no)edge is dis!)a+ed on ga!hic

ogani"es& I$!otant info$ation is )eaned hi)e e.taneous info$ation is tossed out& Ga!hic

ogani"es ha#e $an+ ad#antages inc)uding ogani"ing info$ation so that the content is easie

to undestand5 educing a$ount of info$ation to -e )eaned5 and a))oing students to -eco$e

$oe stategic )eanes /E))is5 1880&

The !ast to decades ha#e !oduced a #e+ su-stantia) -od+ of eseach on teaching

co$!ehension stategies& This eseach has de$onstated so$e #e+ !ositi#e esu)ts& The

Institute fo the Ad#ance$ent of Reseach in Education /,??70 !ointed out significant e#idence

has -een found to sho ga!hic ogani"es i$!o#e co$!ehension stategies& E))is /1880 cited

co$!ehension of te.t as one of the $a<o goa)s fo eading instuction& E#en so5 so$e citics of



EFFECTS OF GRAPHIC

co$!ehension instuction fe6uent)+ c)ai$ students ae not taught the !ocesses e6uied fo

co$!ehension and co$!ehension 6uestions do not encouage students to de#e)o! highe

thought !ocesses& The Institute fo the Ad#ance$ent of Reseach in Education /,??70 dis!uted

this c)ai$ -+ stating the !ocess of de#e)o!ing and using ga!hic ogani"es has -een shon to

enhance students4 citica) thin3ing o highe ode thin3ing s3i))s&

Reading stategies ha#e a)a+s -een i$!otant in teaching and )eaning stateg+ studies&

Chang et a)& /,??,0 contended Bthat a$ong the nu$eous eading stategies5 ga!hic stategies

ae one of the fe a!!oaches that can -e a!!)ied at the !e#ie stage -efoe eading5 duing the

eading !ocess itse)f5 and at the stage afte eading /!& 0& Ga!hic ogani"es !o#ide eades

ith ne a!!oaches to eading that -ui)d on thei sche$a and e.tend thei 3no)edge& The

eade is gi#en a c)eae5 $oe distinct5 #isua) $ethod of ogani"ing info$ation /Chang et a)&5

,??,0& E))is /1880 stated that ga!hic ogani"es educe the cogniti#e de$ands on the )eane -+

ogani"ing info$ation in a $eaningfu) a+5 thus $a3ing it easie to )ean and etain& Ga!hic

ogani"es ee fist intoduced as a eading aid -efoe the !ocess of eading occued /Hoton5

9o#itt > egeud5 188?0& Ga!hic ogani"es toda+ often e)icit highe ode thin3ing s3i))s and

he)! students to identif+ essentia) info$ation hi)e eading& Ha)) and Stange$an /,??10

defined ga!hic ogani"es as Ba #isua) and ga!hic dis!)a+ that de!icts the e)ationshi!s -eteen

facts5 te$s5 and o ideas ithin a )eaning tas3 /!& 10&

Ga!hic ogani"es ae so$eti$es efeed to as 3no)edge $a!s5 conce!t $a!s5 sto+

$a!s5 cogniti#e ogani"es5 ad#ance ogani"es5 o conce!t diaga$s& Diffeent ga!hic

ogani"es ae used -ased on info$ation to -e de!icted& Ha)) and Stange$an /,??10 -e)ie#ed

that diffeent #aieties of ga!hic ogani"es i$!o#e thei effecti#eness fo )eaning& The

fo))oing si. ga!hic ogani"es ha#e geat uti)it+ in the c)assoo$ -ecause the+ coes!ond to



EFFECTS OF GRAPHIC

si. co$$on !attens into hich $ost info$ation can -e ogani"ed: desci!ti#e !attens5 ti$e;

se6uence !attens5 !ocesscause;effect !attens5 e!isode !attens5 genea)i"ation!inci!)e

!attens5 and conce!t !attens& Chang et a)& /,??,0 designed thee conce!t;$a!!ing a!!oaches

and tested thei effects on student co$!ehension and its )asting effects& Patici!ants inc)uded

1, fifth;gade students fo$ fou c)asses in an e)e$enta+ schoo) in Tai!ei5 Taian& The authos

tested ga!hic ogani"es5 3no)edge $a!s5 and conce!t $a!s& The+ -e)ie#e these t+!es of

ogani"es $a3e content easie to etain and etie#e& Resu)ts shoed ga!hic stategies enhanced

te.t co$!ehension and su$$ai"ation& Ha)) and Stange$an /,??10 e#ieed 1, studies on the

effects of ga!hic ogani"es and found 1? of the$ e!oted !ositi#e outco$es& Ha)) and

Stange$an a)so found a consistent e)e#ated effect hen ga!hic ogani"es ee used to aid

eading co$!ehension&

efoe using ga!hic ogani"es ith students5 teaches shou)d e.!eience the !ocess

the$se)#es& BThis !e!aation foces teaches to acti#ate sche$a5 $a3e decisions a-out thei

3no)edge of the su-<ect $atte5 #eif+ choices afte eading5 ef)ect u!on hich 6uestions

e$ain o aise afte eading5 and5 fina))+5 to suggest !ossi-)e esouces fo o-taining additiona)

info$ation /Egan5 18885 !& 2,0& efoe !)acing e.!ectations on students5 ga!hic ogani"es

shou)d -e $ode)ed effecti#e)+ -+ the teache&

Students shou)d -e !o#ided ith #aious ga!hic ogani"es and shou)d a)so -e

encouaged to ceate thei on& The !u!ose of the ga!hic ogani"e shou)d -e c)ea)+ stated

-efoe -eginning the acti#it+& E#idence fo$ eseach has indicated that ga!hic ogani"es ha#e

-een !o#en -eneficia) as the fo))oing aids:

#isua) o s!atia) e!esentations of su!e odinate and su-odinate ideas of a !assage5

sto+5 o e.!osition@



EFFECTS OF GRAPHIC =

s!atia) o ga!hic $eta!hos that faci)itate )eaning and $e$o+ of te.t and the

$a3ing

of e));ogani"ed su$$aies@ and

too)s that he)! students focus on te.t5 te.tua) e)ationshi!s5 and te.t stuctue hi)e

eading /Designed Instuction5 ,??70&

Ga!hic ogani"es ae suita-)e fo diffeent c)ass )eaning aange$ents indi#idua)5

!aied5 o gou!ed& Hoe#e5 Egan /18880 !ointed out that thei use in !aied o gou!ed settings

shou)d -e !aticu)a)+ encouaged hen a!!o!iate to the )esson o-<ecti#e and the needs of the

)eane& The $a<oit+ of students en<o+ o3ing in co))a-oati#e !ais& *se of ga!hic ogani"es

encouages these coo!eati#e aange$ents& Ga!hic ogani"es can !o$ote !ositi#e socia)

inteaction a$ong students5 hi)e a))oing the$ to ac6uie 3no)edge& Egan stated5 BAs the+

o3 coo!eati#e)+ using ga!hic ogani"es5 students )ean to ceate5 to shae5 to disagee5 and to

es!ect one anothe& *nde a teache4s guidance the+ can dei#e geat -enefit fo$ he)!ing one

anothe to acti#ate !io 3no)edge se)ecti#e)+5 to constuct ne $eaning5 and to a!!eciate one

anothe4s thin3ing and )eaning st+)es /!& 2,0& E))is /1880 suggested hanging e.a$!)es of

ga!hic ogani"es aound the oo$ to he)! chi)den -eco$e fa$i)ia ith the$& He a)so suggests

cha))enging students to design thei on ogani"e and ha#ing the$ !esent it in a )esson&

oth s3i))ed and uns3i))ed eades can -enefit fo$ using ga!hic ogani"es& Ga!hic

ogani"es can -e !aticu)a)+ -eneficia) to $an+ students ith )eaning disa-i)ities5 as e)) othe

students5 -ecause the+ a))o fo ogani"ation of conce!ts /E))is5 1880& I$!o#ing eading

co$!ehension of students ith )eaning disa-i)ities is of !aticu)a i$!otance& These students

a)ead+ ha#e difficu)t+ eading5 and ga!hic ogani"es can !)a+ an i$!otant o)e in faci)itating

info$ation fo$ the te.t into an undestanda-)e fo$at /'i$5 (aughn5 an"e35 > ei5 ,??20&



EFFECTS OF GRAPHIC

These authos e.a$ined !e#ious eseach studies on the effects of ga!hic ogani"es on eading

co$!ehension fo students ith )eaning disa-i)ities& Tent+;one gou! design inte#entions

studies ee e#ieed& A tota) of 2 students ith disa-i)ities ee used fo the eseach

studies& The atic)e stated inceasing the co$!ehension of 9D students is $uch $oe difficu)t

and can -e $ade easie though the use of ga!hic ogani"es& The findings ee e#ident that

ga!hic ogani"es can incease eading co$!ehension of 9D students&

Hoton et a)& /188?0 a)so in#estigated effecti#eness of ga!hic ogani"es on students ith

)eaning disa-i)ities5 e$edia) students5 and egu)a education students& In this e$!iica) stud+5

the+ conducted thee e.!ei$ents that inc)uded $idd)e schoo) and high schoo) science and socia)

studies students of #a+ing a-i)ities fo$ a schoo) distict nea Seatt)e5 ashington& Resu)ts of

thei stud+ shoed ga!hic ogani"es !oduced significant)+ highe !efo$ance fo students

ith disa-i)ities5 e$edia) students5 and egu)a education students&

Athaud and Goac3e /,??0 ageed ga!hic ogani"es ae es!ecia))+ -eneficia) to

stugg)ing eades -ecause the+ )ac3 the stategic a!!oach needed to )ean co!ious a$ounts of

info$ation& The+ contend that $ost students5 es!ecia))+ 9D students5 need techni6ues to gas!

the o#ehe)$ing a$ount of $ateia) !esented in te.t-oo3s& Thus5 ga!hic ogani"es ae a

-ette a+ to dis!)a+ info$ation ga!hica))+ hi)e faci)itating co$!ehension& E))is /1880

ageed ga!hic ogani"es cou)d i$!o#e c)assoo$ and achie#e$ent test scoes of 9D students

if the+ ae used effecti#e)+& The Institute fo the Ad#ance$ent of Reseach in Education /,??70

found that 9D students ho used ga!hic ogani"es on end of cha!te tests o-tained highe

scoes than those students ho used taditiona) stud+ $ethods& E))is stated that the use of ga!hic

ogani"es inceases c)assoo$ test scoes 6uic3)+ hi)e achie#e$ent gains on standadi"ed tests

$a+ -e )ess noticea-)e unti) the ga!hic ogani"es ae $asteed&




The !ocess of de#e)o!ing and using ga!hic ogani"es has -een shon to enhance

students4 citica) thin3ing o highe ode thin3ing s3i))s /The Institute fo the Ad#ance$ent of

Reseach in Education5 ,??70& Ga!hic ogani"es co$-ine te.t $ateia) hi)e shoing

e)ationshi!s -eteen conce!ts ith a #isua) $ethod that he)!s eades to gain a -ette

undestanding of the info$ation -eing ead /Chang et a)&5 ,??,@ Sn+de5 ,??10& %an+ agee

/Athaud > Goac3e5 ,??@ Fishe et a)&5 ,??,@ Ha)) > Stange$an5 ,??10 thee is significant

e#idence to su!!ot effecti#eness of ga!hic ogani"es as a eading co$!ehension stateg+&

The schoo) in#o)#ed in the stud+ is a 9eaning;Focused schoo)& 9eaning;Focused is a

co$!ehensi#e continuous schoo) i$!o#e$ent $ode) that !o#ides schoo)s ith consistent

)eaning5 !o#ides e.e$!)a+ stategies instuction5 and integates eseach;-ased e.e$!)a+

!actices& Reading co$!ehension is a 3e+ co$!onent in i$!o#ing student test scoes and

$eeting the e6uie$ents fo NC9& Ga!hic ogani"es ha#e -een )isted as a 3e+ instuctiona)

stateg+ fo eading co$!ehension& ased on e.!eiences and o-se#ations of the eseache5

ga!hic ogani"es ae not -eing used on a egu)a -asis to aid eading co$!ehension&

ased on cuent )iteatue and cuent schoo) data5 inc)uding CRCT esu)ts and Res!onse

to Inte#ention /RTI0 esu)ts5 thee as a need to eseach inte#ention stategies fo eading

co$!ehension& The !u!ose of this stud+ as to dete$ine if ga!hic ogani"es inceased

eading co$!ehension& Resu)ts fo$ this stud+ cou)d assist educatos -+ a))oing the$

o!!otunities to use ga!hic ogani"es to incease thei students4 eading co$!ehension )e#e)s&

This info$ation cou)d a)so assist in de#e)o!$ent of effecti#e inte#ention stategies to he)!

students ho $ight -e at is3 hee eading co$!ehension is concened& The eseache4s c)ass

as an Ea)+ Inte#ention Poga$ /EIP0 c)ass co$!ised of students ho scoed -e)o gade

)e#e) o $ini$a))+ $et e6uie$ents in eading on the Citeion Refeenced Co$!etenc+ Test



EFFECTS OF GRAPHIC 1?

/CRCT0& These students stugg)ed ith eading co$!ehension and cou)d -enefit fo$ an

effecti#e eading inte#ention stateg+ such as ga!hic ogani"es&

Research Questions

Research question 1. Does the use of ga!hic ogani"es i$!o#e eading

co$!ehension

Research question 2. Do students ha#e a !ositi#e attitude toads ga!hic ogani"es

Definition of Variables

Graphic organizer. A ga!hic ogani"e is a #isua) and ga!hic dis!)a+ that de!icts

e)ationshi!s -eteen facts5 te$s5 ando ideas ithin a )eaning tas3&

Reading comprehension. Reading co$!ehension is the a-i)it+ to undestand hat is

-eing ead5 as $easued in this stud+ -+ the STAR eading test and students4 a#eage eading

gades& The STAR test is a co$!ute;-ased test )asting a!!o.i$ate)+ 1? $inutes that dete$ines

eading )e#e)s of each student and $easues indi#idua) and c)ass goth& Reading gades ee

co$!uted -+ a#eaging the students4 eading cha!te test scoes&

Attitudes. Attitudes ae thoughts and fee)ings students ha#e toad ga!hic ogani"es as

$easued -+ a teache;ceated 6uestionnaie /see A!!endi. A0&

Methods

Participants

Thid gade students / N J 120 in an inc)usi#e Ea)+ Inte#ention Poga$ /EIP0 c)assoo$

!atici!ated& The schoo) houses gades 7; and is )ocated in ua) southeast Geogia& The 12

!atici!ants ee students ho scoed -e)o gade )e#e) / N J 0 o $ini$a))+ $et e6uie$ents

/ N J 0 in eading fo the ,??=;,?? schoo) +ea& The eseache used con#enience sa$!)ing to




se)ect the !atici!ants& The eseache ho)ds a %aste4s degee in Ea)+ Chi)dhood Education and

has = +eas teaching e.!eience& De$oga!hic data fo this c)assoo$ is shon in Ta-)e 1&

Ta-)e 1

Demographic Data of Participants

Student Age Gende Race Fee 9unch Ha#e een

Retained efoe

CRCT

Reading

A F K N ?1

F K N =8

C 1? F K K =2

D % K K ??

E F K N 12

F F K N ?1

G % N N =8?

H F K N ??

I 8 % K K ?1

L 1? % K K ?2

' 8 F N K =1

9 8 % K K =8

% F K N ??

N % K N ==

Of the 12 students in this c)ass5 8 students /2M0 ee age 5 7 students /,1M0 ee age

85 and , students /12M0 ee age 1?& Out of those 12 students5 students /27M0 ha#e -een

etained& Te)#e students /M0 ae cuent)+ on fee and educed !ice )unch5 hi)e on)+ to

students /12M0 !a+ fu)) !ice& Reading CRCT scoes fo this c)ass sho students /27M0 did not

$eet the $ini$u$ scoe in eading and students /=M0 $ini$a))+ $et that $ini$u$ scoe in

eading fo the ,??=;,?? schoo) +ea&

Intervention

A)) students co$!)eted a STAR eading test -efoe the conto) !hase to esta-)ish a

-ase)ine eading scoe& Duing the fist 2 ee3s of the stud+5 the conto) !hase5 the eseache

taught the eading !oga$ 'a)eidosco!e fo 1 hou each $oning ith no ga!hic ogani"es&



EFFECTS OF GRAPHIC 1,

'a)eidosco!e is a %cGa;Hi)) SRA eading inte#ention !oga$ de#e)o!ed in ,??7 that as

designed to -ing students u! to gade )e#e) in as )itt)e as a +ea& Students4 eading gades ee

ana)+"ed afte the 2;ee3 conto) !hase& Students a)so too3 a STAR eading test afte the 2;ee3

conto) !hase&

Duing the inte#ention !hase5 ee3s ;5 the eseache continued to teach the eading

!oga$ 'a)eidosco!e fo 1 hou each $oning& In addition5 the eseache added the use of

ga!hic ogani"es to each )esson& The inte#ention inc)uded ga!hic ogani"es such as (enn

diaga$s5 sto+ e-s5 ti$e)ines5 chaacte $a!s5 se6uencing chats5 )itea+ e)e$ent $a!s5 and

cause and effect chats& Ga!hic ogani"es ee used at )east 1 $inutes each da+ in addition to

the students4 egu)a eading !oga$& Ga!hic ogani"es ee co$!)eted ith teache $ode)ing

on %onda+s5 ith a !atne on Tuesda+s and ednesda+s5 and indi#idua))+ on Thusda+s duing

the )essons& On Fida+s5 the students co$!)eted a ga!hic ogani"e as !at of thei eading test&

Students4 eading gades ee ana)+"ed afte the ;ee3 !eiod fo i$!o#e$ent& Students ee

a)so gi#en anothe STAR test afte the ;ee3 !eiod to dete$ine i$!o#e$ent in eading

co$!ehension& A teache;ceated 6uestionnaie on ga!hic ogani"es as ad$inisteed afte the

;ee3 !eiod to dete$ine student fee)ings toad ga!hic ogani"es&

Data Collection echniques

In ode to dete$ine if ga!hic ogani"es had an effect on eading co$!ehension5 thee

data co))ection techni6ues ee used& Data as o-tained -+ STAR eading tests5 student eading

a#eages5 and a teache;ceated 6uestionnaie on ga!hic ogani"es&

STAR Reading Test /Renaissance 9eaning5 ,??10& STAR eading test is a co$!ute;-ased

test )asting a!!o.i$ate)+ 1? $inutes that dete$ines eading co$!ehension )e#e)s of each

student and $easues indi#idua) and c)ass goth& It is co$!osed of , 6uestions and as gi#en




-efoe the conto) !eiod5 afte the 2;ee3 conto) !eiod5 and again afte the ;ee3 inte#ention

!eiod& Students too3 the test in thei c)assoo$ unde the su!e#ision of the eseache& T ;test

ana)+ses ee conducted using the STAR indi#idua) $easues to dete$ine if significant student

achie#e$ent occued afte i$!)e$enting the inte#ention of ga!hic ogani"es& Constuct

#a)idit+ and e.tena) #a)idit+ ha#e -een esta-)ished fo the STAR eading test /Renaissance

9eaning5 ,??10&

Student reading averages. The eseache gatheed eading a#eages fo a)) students afte

the 2;ee3 conto) !eiod and a)so afte the ;ee3 inte#ention !eiod& T ;test ana)+ses ee

conducted using the students4 eading a#eages -efoe and afte the inte#ention to dete$ine if

significant student achie#e$ent occued afte using ga!hic ogani"es&

Graphic Organier !uestionnaire. A 6uestionnaie /A!!endi. A0 as ad$inisteed to

students afte the 2;ee3 inte#ention !eiod& The 6uestionnaie as co$!osed of 6uestions to

e#a)uate the students4 attitudes toads ga!hic ogani"es afte the 2;ee3 inte#ention !eiod&

The+ as3ed ho the students fe)t a-out using ga!hic ogani"es and ho the use of the$

affected thei attitudes and gades& The ;ite$ 6uestionnaie as ad$inisteed to a)) 12 students

-+ the eseache in thei c)assoo$& Resu)ts ee ana)+"ed fo !ositi#e anses toads ga!hic

ogani"es& (a)idit+ and e)ia-i)it+ ee esta-)ished though !ee e#ie and !i)ot testing&

Results

This eseach as conducted to dete$ine the effects of ga!hic ogani"es on eading

co$!ehension of thid gade EIP students& Student attitudes toad ga!hic ogani"es ee a)so

e#a)uated& The stud+ inc)uded 12 EIP students ho !atici!ated in 2 ee3s of eading instuction

using the egu)a eading !oga$ and 2 ee3s of eading instuction ith the addition of

ga!hic ogani"es to each )esson& Resu)ts of this stud+ ae -ased on thee data co))ection




instu$ents: the STAR eading test5 students4 a#eage eading gades5 and an attitude

6uestionnaie&

STAR eading test scoes fo$ -efoe the conto) !hase5 afte the conto) !hase5 and afte

the inte#ention !hase ee ana)+"ed fo gains to dete$ine if ga!hic ogani"es inceased

eading co$!ehension& %eans and standad de#iations of the gains fo the STAR eading test

duing the conto) and inte#ention !hases ae gi#en in Ta-)e ,&

Ta-)e ,

"omparisons of STAR Test Scores

Gou! Contasts N # SD %ean Gain t$#a)ue p

eginning of Schoo) 12 1&1 ?&22

efoe Ga!hic Ogani"e Inte#ention 12 1&2 ?&78 ?&?7

Afte Ga!hic Ogani"e Inte#ention 12 ,&? ?&2= ?&,1 ;1&88 ?&?=

p &?5 p &?1

As shon in Ta-)e ,5 the $ean / # J ,&?0 afte the use of ga!hic ogani"es as highe

than the $ean / # J 1&20 -efoe the use of ga!hic ogani"es@ hoe#e5 the diffeence as not

significant /t /170 J ;1&885 p J ?&?=0& The use of ga!hic ogani"es did not ha#e a significant

effect on the students4 eading co$!ehension&

The students4 a#eage eading gades ee used to dete$ine the effecti#eness of ga!hic

ogani"es on eading co$!ehension& The students4 a#eage eading gades afte the 2;ee3

conto) !hase ee co$!aed to the a#eage eading gades afte the 2;ee3 inte#ention !hase&

The esu)ts ee ana)+"ed to dete$ine if an incease in eading co$!ehension occued afte

the inte#ention !hase& %eans and standad de#iations fo the students4 a#eage eading gades

duing the conto) and inte#ention !hases ae gi#en in Ta-)e 7&




Ta-)e 7

"omparisons of Average Reading Test Scores %ithout Graphic Organiers and %ith Graphic Organiers

Gou! Contasts N # SD t$#a)ue p

ithout Ga!hic Ogani"es 12 =&= &7 ,&=1 ?&?,

ith Ga!hic Ogani"es 12 2&87 &,?

p &?5 p &?1

As shon in Ta-)e 75 the $ean ithout ga!hic ogani"es / # J =&=0 as significant)+

highe /t /170 J ,&=15 p J ?&?,0 than the $ean ith ga!hic ogani"es& Theefoe5 ga!hic

ogani"es did not i$!o#e the students4 eading co$!ehension on eading tests& The esu)ts

shoed a significant decease on eading tests afte the i$!)e$entation of ga!hic ogani"es&

A ga!hic ogani"e 6uestionnaie as gi#en to students afte the inte#ention !hase to

dete$ine student attitudes toad ga!hic ogani"es& The 6uestions that ee inc)uded in the

su#e+ ae shon in Ta-)e 2&

Ta-)e 2

Graphic Organier !uestionnaire Results

uestions Kes No DonQt 'no

1& Did +ou en<o+ using the ga!hic ogani"es duing eading 87M =M ?M

,& as it easie to e$e$-e detai)s in the stoies hen e used ou

ga!hic ogani"es duing eading

M 12M ?M

7& Do +ou thin3 the ga!hic ogani"es he)! +ou )ean $oe duing

eading

M ?M 12M

2& Do +ou thin3 e shou)d use ga!hic ogani"es ith e#e+ eading

)esson

2M ,8M =M

& Do +ou thin3 +ou ou)d )ean the sa$e a$ount ithout the ga!hic

ogani"es

27M 27M 12M

& Did +ou thin3 +ou ou)d do e)) on the eading test afte using the

ga!hic ogani"es

=8M =M 12M




As noted in Ta-)e 25 87M of the students en<o+ed using ga!hic ogani"es duing

eading& Of those students5 M thought it as easie to e$e$-e detai)s of a sto+ hen using

ga!hic ogani"es duing eading and M a)so thought that ga!hic ogani"es he)!ed the$

)ean $oe duing eading& Si.t+;fou !ecent of the students anted to use ga!hic ogani"es

ith e#e+ eading )esson and se#ent+;nine !ecent thought the+ ou)d do e)) on the eading

tests afte using ga!hic ogani"es& Fot+;thee !ecent of students a)so -e)ie#ed that the+ ou)d

not )ean the sa$e a$ount ithout the use of ga!hic ogani"es& %ost students es!onded

!ositi#e)+ to using ga!hic ogani"es to aid eading instuction&

Discussion

Conclusions

Did the use of ga!hic ogani"es i$!o#e eading co$!ehension Accoding to the

esu)ts of this stud+5 the use of ga!hic ogani"es did not i$!o#e eading co$!ehension& The

STAR eading test scoes shoed a $ean gain afte the use of ga!hic ogani"es@ hoe#e5 the

diffeence as not significant& These esu)ts !at)+ su-stantiate the !e#ious eseach findings on

ga!hic ogani"es& Reseach sa+s that ga!hic ogani"es ae he)!fu) too)s in i$!o#ing eading

co$!ehension /Chang5 Sung5 > Chen5 ,??,@ Fishe et a)&5 ,??,@ Ha)) > Stange$an5 ,??10 The

esu)ts of this stud+ do sho an i$!o#e$ent in eading co$!ehension on the STAR eading

test5 e#en though the+ ae not significant inceases&

The students4 a#eage eading gades shoed a significant decease afte the use of

ga!hic ogani"es& The $ean ithout ga!hic ogani"es as significant)+ highe than the $ean

ith ga!hic ogani"es& Theefoe5 using ga!hic ogani"es see$ed to ha#e an ad#ese effect on

the students4 eading test gades& Ha)) and Stange$an /,??10 found a consistent e)e#ated effect

hen ga!hic ogani"es ee used to aid eading co$!ehension& E))is /1880 stated that the use



EFFECTS OF GRAPHIC 1=

of ga!hic ogani"es inceases c)assoo$ test scoes 6uic3)+ hi)e achie#e$ent gains on

standadi"ed tests $a+ -e )ess noticea-)e unti) the ga!hic ogani"es ae $asteed& E))is /1880

a)so ageed ga!hic ogani"es can i$!o#e c)assoo$ and achie#e$ent test scoes of 9D

students if the+ ae used effecti#e)+& These esu)ts ee not su-stantiated -+ the students4 a#eage

eading gades& This diffeence cou)d -e due to the inceased difficu)t+ on eading tests o the

ineffecti#e use of the ga!hic ogani"es -+ the eseache&

Did the students ha#e a !ositi#e attitude toad ga!hic ogani"es %ost students

es!onded !ositi#e)+ to the use of ga!hic ogani"es& Ninet+;thee !ecent of the students

en<o+ed using ga!hic ogani"es duing eading& Of those students5 M thought it as easie to

e$e$-e detai)s of a sto+ hen using ga!hic ogani"es duing eading and M a)so thought

that ga!hic ogani"es he)!ed the$ )ean $oe duing eading& O#e ha)f of the c)ass a)so

anted to use ga!hic ogani"es ith e#e+ )esson and -e)ie#ed ga!hic ogani"es ou)d

incease thei eading test scoes& Reseach shos that ga!hic ogani"es can !o$ote !ositi#e

socia) inteaction a$ong students5 hi)e a))oing the$ to ac6uie 3no)edge& Egan stated5 BAs

the+ o3 coo!eati#e)+ using ga!hic ogani"es5 students )ean to ceate5 to shae5 to disagee5

and to es!ect one anothe& *nde a teache4s guidance the+ can dei#e geat -enefit fo$ he)!ing

one anothe to acti#ate !io 3no)edge se)ecti#e)+5 to constuct ne $eaning5 and to a!!eciate

one anothe4s thin3ing and )eaning st+)es /!& 2,0& These esu)ts ee su-stantiated -+ the

!ositi#e anses gi#en on the ga!hic ogani"e 6uestionnaie&

!igni"icance#Impact on !tudent $earning

As a esu)t of the use of ga!hic ogani"es duing eading instuction5 students inceased

in eading co$!ehension on the STAR test& The+5 hoe#e5 did not sho i$!o#e$ent on

eading gades& The esu)ts of this stud+ ee inconc)usi#e shoing -oth inceases and deceases




in eading achie#e$ent& Hoe#e5 students en<o+ed using the ga!hic ogani"es and -e)ie#ed

that the+ inceased thei )eaning& Thei !ositi#e attitudes cou)d5 in tun5 ha#e a !ositi#e effect on

thei futue eading gades ith continued use of ga!hic ogani"es& The students $a+ a)so sho

$oe !ositi#e esu)ts as the+ -eco$e $oe fa$i)ia ith diffeent ga!hic ogani"es&

%actors In"luencing Implementation

Se#ea) factos inf)uenced the i$!)e$entation of this stud+& Se#ea) changes in the schoo)

schedu)e5 a$ounting to a-out da+s5 caused the eseache to condense so$e eading )essons

togethe into one da+& These changes $a+ ha#e caused )ess etention of the $ateia) on those

da+s o e#en inade6uate e.!osue to the ga!hic ogani"es& To tests ee a)so gi#en -+ a

su-stitute@ theefoe5 #a)idit+ and e)ia-i)it+ cannot -e esta-)ished& A)so5 the eading tests

incease ith difficu)t+ as the +ea !ogesses5 hich cou)d account fo the decease in eading

test scoes& The inte#ention !hase as a)so inteu!ted ando ushed as the students too3 the

Ioa Test of asic S3i))s& This )oss of instuctiona) ti$e duing standadi"ed testing cou)d a)so

account fo the do! in scoes on eading tests&

Implications & $imitations

The findings of this stud+ ha#e a))oed the eseache to see the #a)idation of ga!hic

ogani"es on eading achie#e$ent and effects the+ ha#e on the attitudes of the students& E#en

though a significant diffeence on eading achie#e$ent as not found5 the eseache did see an

incease in STAR test scoes& These esu)ts su!!ot the conc)usion that ga!hic ogani"es can -e

used as an effecti#e eading stateg+& Students a)so sa the #a)ue in using ga!hic ogani"es and

had !ositi#e attitudes toad using the$& Theefoe5 the eseache i)) continue to use ga!hic

ogani"es in the c)assoo$ to aid eading co$!ehension& The eseache i)) a)so suggest using




ga!hic ogani"es to othe teaches hi)e dis!)a+ing the !ositi#e esu)ts and attitudes found -+

the eseach&

Thee ae se#ea) )i$itations that cou)d ha#e inf)uenced the esu)ts of the stud+& The

students used in the stud+ ee those of the eseache and this facto $a+ ha#e affected the

achie#e$ent of the students& Othe factos such as inceased test difficu)t+5 eading !ats of the

test at the -eginning of the +ea5 and using othe !honics !oga$s in con<unction ith the

no$a) eading !oga$ cou)d ha#e inf)uenced the esu)ts& The )ength of the inte#ention /2;

ee3s05 the s$a)) nu$-e of students tested /n J 1205 and the ine.!eience of the eseache

cou)d ha#e a)so inf)uenced the esu)ts&

Futhe eseach is needed in ode to #a)idate the findings of this stud+& Ga!hic

ogani"es ae eseach;#a)idated stategies that i$!o#e eading co$!ehension@ hoe#e5 $oe

studies shou)d -e done on students of #a+ing a-i)ities& S!ecific ga!hic ogani"es shou)d a)so

-e co$!aed to find those that sho a geate i$!o#e$ent in test scoes& The inconsistencies

-eteen the eseach conducted hee and !e#ious eseach shos that c)ose e.a$ination is

needed& It is suggested that $oe studies -e conducted using students ith #a+ing a-i)ities and

a)so using s!ecific ga!hic ogani"es& The eseache fee)s that these findings cou)d -e

genea)i"ed to an+ gade5 teache5 o schoo)& Thus5 ga!hic ogani"es cou)d -enefit an+ of these

aeas&



EFFECTS OF GRAPHIC ,?

Re"erences

Athaud5 T&5 > Goac3e5 T& /,??0& I$!)e$enting a stuctued sto+ e- and out)ine stateg+ to

assist stugg)ing eades& Reading Teacher 5 &'/05 1;&

Chang5 '&5 Sung5 K&5 > Chen5 I& /,??,0& The effect of conce!t $a!!ing to enhance te.t

co$!ehension and su$$ai"ation& The (ournal of )*perimental )ducation5 +,/105 ;,7&

Designed Instuction /,??70& Graphic organiers and reading to learn& Retie#ed Lune 15 ,??5

fo$: htt!:designedinstuction&co$eseach-iefed?,7&ht$)

Egan5 %& /18880& Ref)ections on effecti#e use of ga!hic ogani"es& (ournal of Adolescent and

Adult -iterac/ 01/05 21;2&

E))is5 E& /1880& Fa$ing $ain ideas and essentia) detai)s to !o$ote co$!ehension& In

9aence5 'S: Edge Ente!ises5 The 2raming Routine& Tusca)oosa5 A9: %aste$inds5

99C&

Fishe5 D&5 Fe+5 N&5 > i))ia$s5 D& /,??,0& Se#en )iteac+ stategies that o3& )ducational

-eadership/ 34/705 =?;=7&

Ha))5 T&5 > Stange$an5 N& /,??,0& Graphic organiers& a3efie)d5 %A: Nationa) Cente on

Accessing the Genea) Cuicu)u$& Retie#ed Lune 15 ,??5 fo$: htt!:&cast&og

!u-)icationsncacncacgo&ht$)

Hoton5 S&5 9o#itt5 T&5 > egeud5 D& /188?0& The effecti#eness of ga!hic ogani"es fo thee

c)assifications of seconda+ students in content aea c)asses& (ournal of -earning

Disabilities5 15/105 1,;,,&

Institute fo the Ad#ance$ent of Reseach in Education at AE9& /,??75 Lu)+0& Graphic

organiers6 A revie% of scientificall based research& Pe!aed fo Ins!iation Softae5

Inc& Cha)eston5 (&



EFFECTS OF GRAPHIC ,1

'i$5 A&5 (aughn5 S&5 an"e35 L&5 > ei5 S& /,??20& Ga!hic ogani"es and thei effects on the

eading co$!ehension of students ith 9D: A s+nthesis of eseach& (ournal of -earning

Disabilities5 5+ /,05 1?;11&

Noton5 D& /188=0& The effective teaching of language arts /th ed&0& Ne Lese+: Pentice;Ha))

Inc&

Sn+de5 T& /,??0& Reading for meaning6 A research$based approach to reading comprehension

instruction. Retie#ed Lune 15 ,??5 fo$: htt!:&to$sn+de&co$e!ots R2%

M,?hiteM,?Pa!e&!df



EFFECTS OF GRAPHIC ,,

'ppendi( '

Christina )eene

DIRECTIONS: In ode to !otect +ou !i#ac+5 do not ite +ou na$e on this !a!e& Read each

state$ent and choose the anse that -est desci-es +ou fee)ings& If +ou ae not sue5 choosedon4t 3no& P)ease anse honest)+& This 6uestionnaie i)) not affect +ou gade and +ou can

decide not to co$!)ete it and nothing i)) ha!!en to +ou& Than3 +ou fo +ou he)!&

1& Did +ou en<o+ using the ga!hic ogani"es duing eading

Kes No Don4t 'no

,& as it easie to e$e$-e detai)s in the stoies hen e used ou ga!hic ogani"es

duing eading

Kes No Don4t 'no

7& Do +ou thin3 the ga!hic ogani"es he)! +ou )ean $oe duing eading

Kes No Don4t 'no

2& Do +ou thin3 e shou)d use ga!hic ogani"es ith e#e+ eading )esson

Kes No Don4t 'no

& Do +ou thin3 +ou ou)d )ean the sa$e a$ount ithout the ga!hic ogani"es

Kes No Don4t 'no

& Did +ou thin3 +ou ou)d do e)) on the eading test afte using the ga!hic ogani"es

Kes No Don4t 'no

research paper christina keene

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