The Effectiveness of Graphic Organizers and Reading Comprehension
Melissa Coleman
Morningside College
Abstract
This experimental research will determine if the use of graphic organizers increases reading comprehension among tenth grade students enrolled in a Human Geography class. This research will investigate the use of graphic organizers with 16 participants during a four-week study. The groups will divided equally with one group receiving the intervention and other not. A reading inventory will be administered before and after intervention to assess comprehension skills. Data will be collected through a pre-test and post-test to determine if the use of graphic organizers increased reading comprehension skills
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In the past 20 years, there has been a lot of debate over reforming education in the United States. With all the emphasis focusing on ways to raise academic standards and performance levels in schools throughout the United States, (Donalevy, 2007) higher expectations have been placed on educators to seek out and use research-validated instruction to ensure student learning. In 2000, President Bush signed into law the No Child Left Behind legislation. NCLB has placed mandates on school districts to increase student achievement by raising test scores in the area of reading and math. Reading comprehension has been identified as one of the major goals for reading instruction (Norton, 1997). One research-validated instructional method that may increase reading comprehension is the use graphic organizers. Graphic organizers are representations, pictures or models used for processing textual information (Pang, …show more content…
The students will be divided into equal groups. There will be 4 females and 4 males in the control group (Group A). There will be 4 females and 4 males in the experimental group (Group B). Each participant will start of with a reading conference with the researcher and complete a conference form (Appendix B). The student will also be given a reading comprehension assessment with an Ekwell-Shanker inventory to determine reading ability to comprehend material. The Ekwell-Shanker Reading Inventory is a highly successful, research-based, and clinically verified reading inventory designed to help educators effectively assist students in developing their reading ability (Bookstore. n.d). A 10-question comprehension assessment will given to each student using the passages and comprehension questions provided by the reading
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
...udents, more research is needed to determine if specific factor were noted in all participants that would support the increase in reading fluency.
Smith, J. J. (2002). The use of graphic organizers in vocabulary instruction. M.A ResearchProject:KearnUniversity http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED463556&ERICExtSearch_SearchType_0=no&accno=ED463556
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
To understand what Aaron knows and in what areas he may need help, pre-assessments are conducted to determine his instructional need. The areas of literacy are composed of concepts about print, language or vocabulary, word knowledge, reading fluency, reading comprehension, and writing. In addition, a motivation and interest assessment can help determine a child's impel for learning. The pre-assessments conducted to understand Aaron's literacy level in each aspect of literacy are: Ekwall / Shanker, Benchmark, PASS, Learning Progressions rubric, and a reading interest survey. Each pre-assessment helps gather information of Aaron's literacy knowledge.
Nitko and Brookhart (2011) define interpretive exercises as "items or assessment tasks that require the student to use reading material, graphs, tables, pictures, or other material to answer the items" (p. 505). Using interpretive material such as graphs or pictures can help teachers to assess complex thinking skills such as as mathematical problem-solving ability, reading comprehension, writing skills (Haladyna, Downing, & Rodriguez, 2002). It is not hard for teachers to actually incorporate stimulus materials such as graphs or other visuals into existing assessment to assess students’ critical
Graphic organizers are widely used in education; they can be seen being used anywhere from Pre-K through high school. A graphic organizer is diagrams, webs, or other visual representations of information. Teachers can use them to support and extend student’s learning and
The state requires middle school students to not only read informational text, but also to apply higher order comprehension skills. Many middle school students are reluctant to read informational text for several reasons: boredom, lack of appropriate skills and the actual textbook. Middle school students are going to have to learn to be dedicated, positive, find the value of informational text, use social motivation appropriately and make good choices in their learning process. Textbooks are meant to be used in classrooms today to help deepen understanding and meaning. However, only using the textbook may cause a frustration due to the lack of skill the student is able to apply. Textbooks need to be supported with a variety of resources that
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
In classrooms around the Untied States students have a difficult time understanding the written material within a textbook, but comprehension instruction is a way to help both students and teachers with this problem. Learning and understanding from textbooks are part of every subject area and this type of instruction can be used in all areas. The problem is it does not occur enough in classrooms because teachers have little knowledge on how to incorporate comprehension instruction strategies into teaching due to not having the correct or any information on this type of instruction.
The purpose of the study is to investigate the product and process effects of note-taking instruction with graphic organizers on comprehension and retention in EFL context .It aims to examine the effects of note-taking by gender on EFL learners’ reading comprehension. It tries to answer the following questions what is the effect of graphic note-taking instruction (using graphic organizers) on students’ reading comprehension , what is the effect of graphic note-taking training on students’ retention of materials, is there any significant relationship between gender and the effectiveness of graphic note-taking on students’ reading comprehension, and is there any significant relationship between gender and the effectiveness of graphic note-taking on students’
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Comprehension is known as the heart of reading. It consists of several parts such as predicting, clarifying, questioning and summarizing, which play an important role in comprehension. Students who use multiple strategies when approaching a text are more likely to stop to look up a challenging word, reread and monitor their own comprehension. As opposed to the strategies that good readers use, many struggling readers do not approach a text with this frame of mind. Instead, struggling readers need to be taught comprehension strategies, through modeling, group work and using reciprocal teaching methods, such as picture walks. As stated in the Core “ A critical challenge in comprehension is that many students particularly struggling students not only fail to understand
Instructional material is another educational factor affecting students reading performance. Teachers have a lot of material to teach students to read, such as trade books, chapter books, basal readers, and technological material, but teacher’ role is to find a material that would fit students as well as advances students’ strengths, to find the material to match the reader (Cox, 2015). The teacher has consider students’ interest, their choice, size of the book, and their background knowledge using material, so students would be able to construct meaning while using their strengths.