title: Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research.
abstract: Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.
authors.affiliation: Dankook University, Department of Special Education, Seoul, Korea. aehwa@dankook.ac.kr
authors.forename: Ae-Hwa
authors.initials: AH
authors.lastname: Kim
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
authors.forename: Jeanne
authors.initials: J
authors.lastname: Wanzek
authors.forename: Shangjin
authors.initials: S
authors.lastname: Wei
mesh_terms: D001296:Audiovisual Aids; D002648:Child; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D011932:Reading; D012107:Research Design; D012660:Semantics; D016896:Treatment Outcome