Abstract

The purpose of the study was to investigate the transfer effects of graphic organizer instruction on fourth graders' ability to use top‐level structure as an aid in comprehending and retaining content reading materials. Twenty‐four fourth graders, all average or above average in reading ability, were randomly assigned to one of three conditions: 14 days of graphic organizer instruction, 7 days of graphic organizer instruction, or the control group. Tests for transfer effects (using brief chapters from tradebooks which dealt with topics similar to those found in the students' regularly assigned textbooks) revealed that subjects in the 14‐day organizer group comprehended and recalled significantly more information than those who received no instruction in the use of graphic organizers. However, no reliable difference was found between those who had only 7 days of instruction and those who had none. Implications for future investigators and classroom teachers are discussed.