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THE EFFECT OF GRAPHIC ORGANIZERS ON STUDENTS’ COMPREHENSION AND RECALL OF EXPOSITORY TEXT: A REVIEW OF THE RESEARCH AND IMPLICATIONS FOR PRACTICE

THE EFFECT OF GRAPHIC ORGANIZERS ON STUDENTS’ COMPREHENSION AND RECALL OF EXPOSITORY TEXT: A... Many students, particularly those who are difficult to teach, find learning from expository text materials a difficult task. We review the use of the graphic organizer as a means to assist students in the complex act of making sense of content‐area (e.g., science and social studies) text. After exploring the theoretical and historical foundations of the graphic organizer, we review the current research. Finally, we derive implications for the classroom teacher and future research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading & Writing Quarterly Taylor & Francis

THE EFFECT OF GRAPHIC ORGANIZERS ON STUDENTS’ COMPREHENSION AND RECALL OF EXPOSITORY TEXT: A REVIEW OF THE RESEARCH AND IMPLICATIONS FOR PRACTICE

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THE EFFECT OF GRAPHIC ORGANIZERS ON STUDENTS’ COMPREHENSION AND RECALL OF EXPOSITORY TEXT: A REVIEW OF THE RESEARCH AND IMPLICATIONS FOR PRACTICE

Griffin, Cynthia Carlson; Tulbert, Beth Lorene
Reading & Writing Quarterly , Volume 11 (1): 17 – Jan 1, 1995

Abstract

Many students, particularly those who are difficult to teach, find learning from expository text materials a difficult task. We review the use of the graphic organizer as a means to assist students in the complex act of making sense of content‐area (e.g., science and social studies) text. After exploring the theoretical and historical foundations of the graphic organizer, we review the current research. Finally, we derive implications for the classroom teacher and future research.

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References (33)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1521-0693
eISSN
1057-3569
DOI
10.1080/1057356950110106
Publisher site
See Article on Publisher Site

Abstract

Many students, particularly those who are difficult to teach, find learning from expository text materials a difficult task. We review the use of the graphic organizer as a means to assist students in the complex act of making sense of content‐area (e.g., science and social studies) text. After exploring the theoretical and historical foundations of the graphic organizer, we review the current research. Finally, we derive implications for the classroom teacher and future research.

Journal

Reading & Writing Quarterly – Taylor & Francis

Published: Jan 1, 1995

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