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8/20/2019 Effect of GO on Reading
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Running head: EFFECTS OF GRAPHIC ORGANIZERS ON READING 1
Effects of Ga!hic Ogani"es on Reading Achie#e$ent
Chistina %& 'eene
(a)dosta State *ni#esit+
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EFFECTS OF GRAPHIC ,
A-stact
This stud+ e.a$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&
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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
$a
Stange$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$$end to i$!o#e
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EFFECTS OF GRAPHIC 2
eading co$!ehension ae shon in the fo))oing )ist: ead a)ouds5 '9 chats5 eci!oca)
teaching5 #oca-u)a+ instuction5 iting to )ean5 stuctued note;ta3ing5 and ga!hic ogani"es&
O!ti$u$ eading o!!otunities ae essentia) to eading co$!ehension& Reseach
confi$s that students ho ae i$$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 $a
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EFFECTS OF GRAPHIC
co$!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
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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-
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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- ei5 ,??20&
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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&
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EFFECTS OF GRAPHIC 8
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
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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
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EFFECTS OF GRAPHIC 11
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&
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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
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EFFECTS OF GRAPHIC 17
-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
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EFFECTS OF GRAPHIC 12
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&
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EFFECTS OF GRAPHIC 1
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
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EFFECTS OF GRAPHIC 1
As noted in Ta-)e 25 87M of the students en 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
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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
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EFFECTS OF GRAPHIC 1
in eading achie#e$ent& Hoe#e5 students en
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EFFECTS OF GRAPHIC 18
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
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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 (&
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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
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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