A Quantitative and Qualitative Review of Graphic Organizer Research

Moore, David W.; Readence, John E.

doi:10.1080/00220671.1984.10885564

Cited by 145 publications

(110 citation statements)

References 5 publications

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“…One very promising area of inquiry concerns the investigation of the effectiveness of "instructional graphics" (Holley & Dansereau, 1984). In particular, the use of graphic organizers (Alvermann, 1986;Barron, 1979) in facilitating the acquisition of information from expository material appears to be receiving much attention by researchers and practitioners alike (Engelmann, Davis, & Davis, 1982;Moore & Readence, 1984). These formats for organizing information rely on the use of lines, arrows, geometric shapes, and spatial arrangements that describe the text content, structure, and key conceptual relationships typically found in a content area text.…”

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“…Research on visual displays and graphic organizers is a growing area of inquiry (Alvermann, 1980(Alvermann, , 1981Barron, 1979;Boothby & Alvermann, 1984;Braden, 1982;Crismore, 1985;Holley & Dansereau, 1984;Hunter, 1985;Moore & Readence, 1984;Ruddell & Boyle, 1984). Readence's (1980, 1984) meta-analysis of graphic organizer research revealed that the use of a graphic organizer after a passage had been read was more effective than use of the organizer before the textual information had been read.…”

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The Role of Graphic Organizers and Social Structure in Content Area Instruction

Darch

Carnine²,

Kameenui

1986

Journal of Reading Behavior

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This study investigated the effectiveness of three techniques for informing sixthgrade students of content area information. Students were taught content area information through either a graphic organizer strategy, a directed reading strategy, or an SQ3R strategy. Students were also taught content area information in either a group social structure or an individual, independent work structure. The results of the study suggest that the use of a graphic organizer strategy in a group social structure is more effective in facilitating comprehension of content area information than a graphic organizer strategy used in an independent structure or a directed reading strategy used in a group structure. Results of a transfer test revealed that the graphic organizer and the SQ3R strategies were more effective than the directed reading approach.

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confidence: 99%

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confidence: 99%

The Role of Graphic Organizers and Social Structure in Content Area Instruction

Darch

Carnine²,

Kameenui

1986

Journal of Reading Behavior

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“…A variety of studies have shown that learning of this type can be enhanced by use of graphic organizers (Moore & Readence, 1984). Graphic organizers identify important concepts and diagram the relationships among them as a tree structure.…”

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A HyperCard stack for the creation of graphically organized glossaries

Martin

Growney

1992

Behavior Research Methods, Instruments, & Computers

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Many students find it difficult to transform expository text and lectures into well-organized mental constructs. Studies show that learning of this type can be enhanced by the use of graphic organizers that depict relationships among concepts by diagramming them as a tree structure. In order to incorporate all concepts taught in a course into a single graphic organizer, a HyperCard authoring shell was developed to expedite drawing tree diagrams and linking each concept in the diagram to a definition. The authoring features of the stack and its application to an abnormal psychology course are discussed in this article.

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“…Despite some inconsistency in the research findings (Barnes & Clawson, 1975), there is cumulative evidence across a large number of studies that advance organizers exert a modest but significant effect in facilitating learning from prose (Luiten, Ames, & Ackerson, 1980;Moore & Readance, 1984;Stone, 1982). Luiten et al concluded that the benefit of advance organizers extended to "all content areas examined .…”

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Facilitating Children's Comprehension through the Use of Advance Organizers

Townsend

Clarihew

1989

Journal of Reading Behavior

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Recent investigations of Ausubel's advance organizer technique, a prereading instuctional intervention which serves to link new material with existing prior knowledge, have examined the interaction between learner characteristics and the characteristics of an advance organizer. However, this research fails to make eplicit the relationship between the advance organizer and the existing prior knowledge of the learner. The current study investigated the effects on comprehension of verbal and pictorial advance organizers with 8-year-old children having high or low prior knowledge relative to a science topic. In Experiment 1 a verbal advance organizer assisted the comprehension of only the children in the strong prior knowledge group. In Experiment 2 the addition of a pictorial component to the verbal advance organizer facilitated ths comprehension of children in the weak prior knowledge group.

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A Quantitative and Qualitative Review of Graphic Organizer Research

Cited by 145 publications

References 5 publications

The Role of Graphic Organizers and Social Structure in Content Area Instruction

The Role of Graphic Organizers and Social Structure in Content Area Instruction

A HyperCard stack for the creation of graphically organized glossaries

Facilitating Children's Comprehension through the Use of Advance Organizers

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