Effects of processing instructions on the usefulness of a graphic organizer and structural cueing in text

Abstract

This study assessed two adjuncts to instructional text, structural cueing and graphic organizer processing instructions. Previous research has shown that cueing is a useful indicator of textual structure and that graphic organizers can be enhanced by providing learners with an indication of how they can be used. Results indicated the presence of a three-way interaction among reading ability groups, structural cueing and graphic organizer processing instructions. Analysis of this interaction revealed that high level readers were the only subjects who profited from processing instructions, and only in the presence of cueing. Middle level readers benefited from cueing in both conditions of processing instructions while low level readers were able to take advantage of cueing only in the absence of processing instructions. The results are interpreted in light of previous graphic organizer research.

Using Graphic Organizers to Attain Relational Knowledge From Expository Text

“…Many studies analyzed in these reviews overlapped with those used in the Moore and Readence (1984) meta-analysis. The literature base represented in these four articles includes studies that examined the following: 1. where the GO was used in the instructional sequence (i.e., before passage reading versus after passage reading; Alvermann, Boothby, & Wolfe, 1984;Barron & Stone, 1974;Simmons, Griffin, & Kameenui, 1988); 2. whether the GO was teacher constructed (Alvermann, 1981(Alvermann, , 1982(Alvermann, , 1988Alvermann & Boothby, 1983Barron & Schwartz, 1984) or student constructed (Barron & Stone, 1974;Bean, Singer, Sorter, & Frazee, 1986;Berkowitz, 1986;Horton, Lovitt, & Bergerud, 1990;Weisberg & Balajthy, 1989, 1990; and 3. whether participants had no disabilities (Alvermann, 1988;Bean et al, 1986;Berkowitz, 1986;Griffin, Malone, & Kameenui, 1995;Hawk, 1986;Simmons et al, 1988;Troyer, 1994) or were diagnosed with LD Darch & Eaves, 1986;Griffin, Simmons, & Kameenui, 1991;Horton et al, 1990).…”

Expository Discourse Intervention for Adolescents With Language Disorders

“…Graphic organizers can help students plan and organize their spoken and written discourse. SLPs can use graphic organizers to assist adolescents in identifying salient details and eliminating extraneous information from the most important content (DiCecco & Gleason, 2002), as well as highlighting high-level knowledge embedded in a text and providing a foundation for comprehending the material (Bernard, 1990). Graphic organizers may be used to help students with language disorders prepare to produce an expository discourse sample, such as an oral or written report, by providing them with a tangible, visual means of planning and organizing their thoughts prior to speaking or writing.…”

Functions, use and effects of embedded support devices in printed distance learning materials

“…Winne trained his students to use ESD (objectives, adjunct post questions). A similar approach is adopted by Bernard (1990) by incorporating processing instructions with the graphic organizers and structural cueing added to the study text. Also de Jong and Simons (1988) demonstrate how training in using ESD can enhance the learning process.…”