Graphic Organizers as a Reading Strategy: Research Findings and Issues

Manoli, Polyxeni; Παπαδοπούλου, Μαρία

doi:10.4236/ce.2012.33055

Cited by 51 publications

(54 citation statements)

References 67 publications

(172 reference statements)

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“…This positive effect was clearly found in the posttest where subjects' scores reached 71%. Such outcomes agree with the results of many other studies (Wolf, et al, 2012;Ismail, et al, 2012;Anson & Schwegler, 2012;Manoli & Papadopoulou, 2012;Fuenzalida & Sjöberg, 2012;Shelley-Tremblay, et al, 2012;Chen, 2012;Aydemir & Öztürk, 2012;Damoiseaux, et al, 2012;Álvarez, 2012;Pavan & Baggio, 2013;Chen & Yen, 2013;and Nikolaraizi, et al, 2013).…”

Section: Conclusion and Recommendationssupporting

confidence: 91%

“…For new techniques related to audio-visual aids and CALI, different outcomes were found: apart from one correlation, the scores on tests assessing a language skill and/ or a language component correlated significantly with outcome measures of similar methods. One of those methods is graphic organizer method designed by Manoli & Papadopoulou in 2012. According to the researchers, the study constitutes an attempt to shed light on the research evidence regarding the effectiveness of graphic organizer on text learning and the various types of graphic organizers, which use different conventions to communicate information and are classified in various ways. Moreover, such strategy can be used "both in the teaching and learning of languages and in content areas, like science, social studies."…”

Section: Introductionmentioning

confidence: 99%

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Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Yaari¹

2013

JSEL

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Background & aims:Reading is a receptive skill whose importance could involve abilities' variance from linguistic standard. Several evidences support the hypothesis stating that the more you read the better you write, with a different impact for speech language therapists (SLTs) who use audio-visual aids and computer-assisted language instruction (CALI) and those who do not. Methods:Here we made use of audio-visual aids and CALI for teaching reading skill to a group of 40 students of special needs of both sexes (range between 8 and 18 years old) at al-Malādh school for teaching students of special needs in Dhamar (Yemen) while another group of the same number is taught using ordinary teaching methods. Pre-and-posttests have been administered at the beginning and the end of the semester (Before and after teaching the reading course). The purpose was to understand the differences between the levels of the students of special needs to see to what extent audio-visual aids and CALI are useful for them. The two groups were taught by the same instructor under the same circumstances in the same school. Both quantitative and qualitative procedures were used to analyze the data. Results:The overall findings revealed that audio-visual aids and CALI are very useful for teaching reading to students of special needs and this can be seen in the scores of the treatment group's subjects (25.77%, in post-test vs.70.92% in pre-test). In comparison to the scores of the second group's subjects (where audio-visual aids and CALI were not used) (22% in both pre-and-posttests), the first group subjects have fully understood the material of reading and this can be observed in their performance in the posttest. In addition, compared with males, females' performance was better (1371 scores vs. 1466 scores). Qualitative and statistical analyses showed that such comprehension is absolutely due to the use of audio-visual aids and CALI and nothing else. These outcomes confirm the evidence of the significance of using audio-visual aids and CALI as effective means for teaching receptive skills in general and reading skill in particular.

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Section: Conclusion and Recommendationssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Yaari¹

2013

JSEL

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“…Graphic organizers are visual tools that can alleviate the anxiety often experienced by students with learning disabilities when reading (DiCecco & Gleason, 2002). In the prereading stage, graphic organizers can serve as a brainstorming tool to activate prior knowledge and to connect what students know with new information (Manoli & Papadopoulou, 2012). During the reading stage, graphic organizers can help students arrange pertinent information, facilitating learning by highlighting links among concepts (Kim et al, 2004).…”

Section: Graphic Organizersmentioning

confidence: 99%

“…A network tree map ( Figure 6) can help by visually depicting the relationship among different elements in a passage. Network tree maps are used to describe family trees, describe the relationships of a text, construct sentences, illustrate hierarchical images, enhance comprehension, and recall main ideas (Manoli & Papadopoulou, 2012). A network tree map starts with the main idea at the top, with subtopics underneath arranged by facts in a content area.…”

Section: Making Logical Inferencesmentioning

confidence: 99%

Graphic Organizers for Secondary Students With Learning Disabilities

Singleton¹,

Filce²

2015

TEACHING Exceptional Children

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“…For new techniques related to audio-visual aids and CALI, different outcomes were found: apart from one correlation, the scores on tests assessing a language skill and/ or a language component correlated significantly with outcome measures of similar methods. One of those methods is graphic organizer method designed by Manoli in 2012. According to the researchers, the study constitutes an attempt to shed light on the research evidence regarding the effectiveness of graphic organizer on text learning and the various types of graphic organizers, which use different conventions to communicate information and are classified in various ways. The researchers finished their study by recommending ways of integrating them in reading lessons, touches on the issue of strategy instruction and its effects on language learning and leaves room for further exploration.…”

Section: Introductionmentioning

confidence: 99%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs

Yaari¹

2013

JSEL

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Background & aims: Audio-visual aids and computer-aided language instruction (CALI) have been documented to improve receptive skills, namely listening skill in normal students. The increased listening has been attributed to the understanding of other interlocutors' speech, but recent experiments have suggested that audio-visual aids and CALI should be tested against the listening of students of special needs to see the effects of the former in the latter. This investigation described the effect of audio-visual aids and CALI in the performance of these students.Methods: Pre-and-posttests were administered to 40 students of special needs of both sexes at al-Malādh school for students of special needs aged between 8 and 18 years old. A comparison was held between this group of students and another similar group (control group). Whereas the former group underwent a listening course using audio-visual aids and CALI, the latter studied the same course with the same speech language therapist (SLT) with the classical method. Outcomes of the two tests for the two groups were qualitatively and quantitatively analyzed.Results: Significant improvement in the performance was found in the first group (treatment group) (posttest= 72.45% vs. pre-test= 25.55%) in comparison to the second (control) (posttest= 25.55% vs. pre-test= 23.72%). In comparison to the males' scores, the scores of females are higher (1487 scores vs. 1411 scores). Suggested results support the necessity of the use of audio-visual aids and CALI in teaching listening at the schools of students of special needs.Journal for the Study of English Linguistics

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Graphic Organizers as a Reading Strategy: Research Findings and Issues

Cited by 51 publications

References 67 publications

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Graphic Organizers for Secondary Students With Learning Disabilities

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs

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