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Dissertations / Theses on the topic 'And graphic organizers'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Statema, Stephanie L. "Using graphic organizers to develop and build upon prior knowledge." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/statema/StatemaS0812.pdf.

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This study was implemented with a transitional-level Experimental Methods in Physics (EMP) class. The course was made up of students with individualized education plans and students who struggle with reading and/or math. The students often struggle with accessing and building upon prior knowledge between courses and within the EMP course. The major focus of this study addressed how the use of graphic organizers affects transitional-level student understanding of physics. Along with this main focus, the teacher also explored: how students' confidence levels are affected by the use of graphic or

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Watson, Carol Elizabeth. "Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29175.

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Within the current national atmosphere of accountability and high-stakes testing, many teachers are changing their instruction to return to more traditional strategies that emphasize rote memorization. As a result, classroom curriculum and student learning are narrowing. This study sought to explore the potential of graphic organizers as an instructional strategy to expand student content knowledge beyond rote memorization to include more organized, complex, meaningful learning. For the purpose of this study, graphic organizers are described as visual displays of concepts, their component part

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Slade, Jennifer P. "Implementing Graphic Organizers in a General Education Earth Systems Classroom." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/533.

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Previous research has shown that implementing graphic organizers and giving the needed instruction to use and study content information increases academic gain of students with learning disabilities. In the present study students actively engaged in using graphic organizers, which helped them demonstrate their learning on multiple choice questions. On the multiple choice test, the overall mean gain for the experimental group was 45%. The control group's overall mean gain on the multiple choice test was 30%. While the posttest scores for students in the graphic organizer group were signific

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Kliemann, Karen Karin Ruth. "The Effects of Graphic Organizers on Building Comprehension in Students on the Autism Spectrum." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404584/.

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Many students on the autism spectrum display a strong ability to process and comprehend information at elevated levels when presented with it visually. Despite this, students who have autism are increasingly being educated in general education content classrooms that utilize lessons directed to whole groups of students and limit the use of visually presented material. For some students with an autism spectrum disorder (ASD), this presentation introduces difficulties related to attention as well as comprehension and retention of material. Research indicates promising results associated with usi

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Muniz, Jaddy S. "How do graphic organizers and multiple response strategies help ELL students comprehend text." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583027.

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<p> This study reports findings from research conducted which assessed ELL students' comprehension of text through the use of graphic organizers and multiple response strategies. The research consisted of explicit instruction on how to utilize graphic organizers and multiple response strategy tools to help retain information. The teacher-researcher modeled how to use and create these tools and strategies and provided practice time after the demonstration. </p><p> The participants included 13, sixth grade students in a Bilingual science class, in Passaic, New Jersey. In this study a variety o

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Phillips, Kathleen M. "Using graphic organizers to improve at-risk students' reading comprehension of expository text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871880161&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 78-83). Issued in print and online. Available via ProQuest Digital Dissertations.

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Rodriguez, Nancy I. "An investigation of the effectiveness of graphic organizers in the improvement of learning skills." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2006. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2006.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2704. Typescript. Abstract precedes thesis as 1 leaf (iii). Includes bibliographical references (leaves 42-46).

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Binmahboob, Thamer A. "The integration of graphic organizers into writing workshops : perceptions of Saudi second language learners." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10870.

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This thesis presents an evaluation of the effectiveness of applying the concept of graphic organizers as a pre-writing tool for Saudi second language learners. Second language learners in Saudi Arabia encounter problems that affect their coherence negatively while writing; for example, a lack of focus on the main ideas, repetition of ideas and an inability to deliver ideas logically related to the main theme. Thus, applying graphic organizers as a pre-writing tool is one solution that could solve this type of problem. In September 2012, the researcher conducted a mixed method approach to gathe

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Gonzalez-Ledo, Mary K. "The Use of Computer Graphic Organizers For Narrative Writing By Elementary School Students With Specific Learning Disabilities." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/675.

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Writing is an academic skill critical to students in today’s schools as it serves as a predominant means for demonstrating knowledge during school years (Graham, 2008). However, for many students with Specific Learning Disabilities (SLD), learning to write is a challenging, complex process (Lane, Graham, Harris, & Weisenbach, 2006). Students SLD have substantial writing challenges related to the nature of their disability (Mayes & Calhoun, 2005). This study investigated the effects of computer graphic organizer software on the narrative writing compositions of four, fourth- and fifth-grade, el

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Kang, Ock-Ryeo. "A meta-analysis of graphic organizer interventions for students with learning disabilities /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045090.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 139-150). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045090.

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Zollman, Alan. "The Use of Graphic Organizers to Improve Student and Teachers Problem-Solving Skills and Abilities." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83221.

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Triano, Carolyn. "Teachers' Reported Use of and Perceptions About Graphic Organizers in High School Content Area Classrooms." Thesis, University of Nevada, Reno, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625773.

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<p> This study explored the opinions of teachers regarding use and effectiveness in the use of graphic organizers in their classroom instruction. Data collection and analyses sought to determine if participating teachers used graphic organizers in their classrooms and how effective teachers perceived graphic organizers to be in the areas of English/language arts, social studies, science, and math. </p><p> A descriptive statistical study was conducted using a survey emailed nationwide. Quantitative methods of data collection, including a questionnaire, were used to gauge teachers' attitud

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Tsubaki, Mayumi. "Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207588.

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CITE/Language Arts<br>Ed.D.<br>This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six

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Leary, Samuel Ferebee Jr. "The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29795.

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This quasi-experimental study investigated the effects of the Thinking Maps® program, a series of graphic organizers, on the achievement of fourth-grade students as measured by a standardized test. The researcher used a nonequivalent pretest-post test control group design to compare student achievement between fourth-grade students in two elementary schools within a school division. A total of 78 students participated in the study; 41 in two classes in the treatment group and 37 in the two classes in the control group. The treatment group received instruction in the Thinking Maps® program f

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Potter, Mark D. "Using Graphic Organizers with Scriptural Text: Ninth-Grade Latter-Day Saint (LDS) Students’ Comprehension of Doctrinal Readings and Concepts." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1027.

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This study investigated the effect of instruction that included graphic organizers on LDS seminary students’ ability to understand scriptural text and their ability to identify doctrines in scriptural text, utilizing a repeated measures, quasi-experimental design involving 209 ninth-grade student participants. The participants were randomly assigned by class to one of two treatment groups. Participants in the treatment group received instruction using graphic organizers with the standard curriculum and participants in the comparison group received instruction using only the standard curriculum

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Conley, George Kim. "The effect of graphic organizers on the academic achievement of high school students in United States history who receive Instruction in a blended, computer-based learning environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Huang, Yuqing. "A curriculum design project: The use of critical thinking and graphic organizers in the EFL writing process." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1212.

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Chiang, Chiu-ling, and res cand@acu edu au. "The Effects of Graphic Organizers on Taiwanese Tertiary Students' EFL Reading Comprehension and Attitudes Towards Reading in English." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp77.29082006.

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The present study was a one sample pre- and post-session, quasi experimental design, conducted during an intensive English course in 2003 in Taiwan. Participants were fifty tertiary level freshmen from a medical college in Southern Taiwan. In order to understand the effects of graphic organizers on participants' EFL, reading comprehension and attitudes towards reading in English, quantitative and qualitative data were gathered. Research has shown that the graphic organizer is effective in facilitating reading comprehension and learning attitudes when students construct their own graphic organi

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Chiang, Chiu-Ling. "The effects of graphic organizers on Taiwanese tertiary students' EFL reading comprehension and attitudes towards reading in English." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/461ac0a87af129b93a465a2966e9d31041dd28bcb801de01ac8a4c6dd979cfe4/17593255/64823_downloaded_stream_48.pdf.

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The present study was a one sample pre- and post-session, quasi experimental design, conducted during an intensive English course in 2003 in Taiwan. Participants were fifty tertiary level freshmen from a medical college in Southern Taiwan. In order to understand the effects of graphic organizers on participants' EFL, reading comprehension and attitudes towards reading in English, quantitative and qualitative data were gathered. Research has shown that the graphic organizer is effective in facilitating reading comprehension and learning attitudes when students construct their own graphic organi

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Cheng, Tzung-Yu. "The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897466.

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The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers.Two practi

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Goss, Patricia. "THE INFLUENCE OF GRAPHIC ORGANIZERS ON STUDENTS' ABILITY TO SUMMARIZE AND COMPREHEND SCIENCE CONTENT REGARDING THE EARTH'S CHANGING SURFACE." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3786.

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The purpose of this action research project was to determine how my practice of using graphic organizers during instruction influenced my students' ability to summarize and comprehend significant fifth grade Earth Science content regarding the Earth's changing surface. A secondary purpose was to determine the students' perceptions of how concept mapping assisted in making connections to understand the fifth grade Earth Science content regarding the Earth's changing surface. The three processes used to collect data for this research were concept maps, focus groups and the pre- and post-test res

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Newman, Lynn M. "The effects of explicit instruction of expository text structure incorporating graphic organizers on the comprehension of third-grade students." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7579.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Goss, Patricia A. "The influence of graphic organizers on students' ability to summarize and comprehend science content regarding the Earth's changing surface." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002595.

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DONOVAN, VERNA ALVIAR. "READING COMPREHENSION OF CAUSE-EFFECT EXPOSITORY TEXT FOR STUDENTS WITH LANGUAGE LEARNING DISABILITIES." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022160737.

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Sundeen, Todd. "THE EFFECT OF PREWRITING STRATEGY INSTRUCTION ON THE WRITTEN PRODUCTS OF HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3668.

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ABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning disabilities enter their ninth year of school with a performance gap of 4 to 5 years placing their equivalent lear

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Quathamer, Daniel. "Kohaerenzbildung beim Lesen von Texten: Nutzung und Funktion von Ueberblicksdiagrammen - Maintaining global coherence during reading: use and function of graphic organizers." Gerhard-Mercator-Universitaet Duisburg, 2001. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-09122001-123215/.

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The use and function of graphic organizers when reading expository texts was examined. In two experiments the text structure, the design of the diagram and the reading strategy instruction was systematically varied. 120 participants read an expository text on a computer, and process measures (reading time, navigation) as well as product measures (recall, sentence verification) were recorded. The findings show that graphic organizers foster comprehension when the text is well-structured and when the readers use the diagram to review main topics of the text. In this case the dynamic filtering of

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Majors, Sherry Lee. "Content analysis of four core basal reading programs focusing on comprehension strategies (story structure, summarizing, and the use of graphic organizers) /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/104.

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Unzueta, Caridad H. "The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/110.

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Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design a

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Diaz, Anna. "The Relationship Between Thinking Maps and Florida Comprehensive Assessment Test Reading and Math Scores in Two Urban Middle Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3840.

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The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading

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Florida, Julie. "Interventions in Solving Equations for Students with Mathematics Learning Disabilities : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30853.

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Approximately 5 to 14% of school age children are affected by mathematics learning disabilities. With the implementation of inclusion, many of these children are now being educated in the regular education class- room setting and may require additional support to be successful in algebra. Therefore, teachers need to know what interventions are available to them to facilitate the algebraic learning of students with mathemat- ics learning disabilities. This systematic literature review aims to identify, and critically analyze, interventions that could be used when teaching algebra to these stude

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Hickie, Katharine Mabie. "An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2243.

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The purpose of this study was to determine what, if any, association exists between Thinking Maps® instruction and student achievement in fifth grade students in Reading/Language and Mathematics as reported by the State NCE scores of the criterion referenced portion of the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in 3 Title I elementary schools in northeast Tennessee. The association was examined after 2 years of Thinking Maps® implementation and instruction. Using a quantitative design, the quasiexperimental study included fifth grade students' State NCE scores from

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Richbourg, John Allen. "Concept Mapping as a Tool for Enhancing Self-Paced Learning in a Distance Scenario." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/599.

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Researchers have determined that concept maps serve as effective tools in the traditional science classroom. The purpose of this experimental study was to investigate concept mapping as a tool for student knowledge acquisition in 10th grade science for students in distance learning situations. Research questions were designed to investigate the influence of concept mapping on rate and quality of student knowledge acquisition and retention. This study was a pretest-posttest 2-group comparison study, constructivist in nature and based on the theory of cognitive learning. Participants included 36

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Colliot, Tiphaine. "Effet des activités de génération sur l’apprentissage des étudiants dans des environnements multimédias interactifs." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20049/document.

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Les données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la compa

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Fuller, Cassidy. "Using a graphic organizer to promote problem-solving skills in a secondary mathematics classroom." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041301.

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Spears, Cameron. "The Dynamic Graphic Organizer and its Influence on Making Factual, Comparative, and Inferential Determinations within Comparative Content." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3544.

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By augmenting an existing static medium (a graphic organizer) with attributes such that learners were able to sort or rearrange information in multiple ways, two new types of “dynamic” graphic organizers were created. An experiment was performed to investigate the effectiveness of these dynamic graphic organizers as instructional tools. One-hundred-sixty-one students were recruited for participation in the study from a two-year community college and a four-year public university in the southeast United States. Participants were randomly assigned to one of three graphic organizer treatment grou

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Hoffmann, Kristin Fisher. "The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03092010-135658/.

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This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strate

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Bishop, Anne. "The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385562967.

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Dieruf, Kristen B. "USING A SYSTEM OF LEAST PROMPTS AND A GRAPHIC ORGANIZER TO TEACH ACADEMIC CONTENT TO STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/40.

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The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach an academic standard for elementary students with moderate intellectual disabilities. A multiple probe (days) across participants design was used to evaluate the effectiveness of using a system of least prompts and a graphic organizer to teach students how to compare two characters from adapted text. The results showed a system of least prompts and the use of graphic organizer was effective in teaching an academic standard for students with moderate intellectual d

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Fishley, Katelyn M. "Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390.

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Tseng, Yu-Ling, and 曾于綾. "Applications of Graphic Organizers for Teaching Elementary Students Phonics." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/37922846698823321563.

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碩士<br>文藻外語大學<br>外語文教事業發展研究所<br>101<br>In the last decade, researchers of English learning have often suggested that educators’ using of phonics instructions on novice learners facilitate their reading proficiency. However, relevant studies on the systematic phonics with graphic organizers and decodable texts are comparatively fewer. Therefore, this study examined the application of graphic organizers in phonics instructions in a systematic way, and also investigated the leaners’ improvements in reading decodable texts as measured by accuracy rates and the effects across time. This study was

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HSIEH, HSIN-CHUN, and 謝欣純. "Enhancing Elementary School Students’ Reading Comprehension through Graphic Organizers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k4r88a.

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碩士<br>銘傳大學<br>應用英語學系碩士在職專班<br>106<br>Graphic organizers (GOs) have been highly recommended in contemporary classrooms (Jiang & Grabe, 2007). They are regarded as particularly valuable since a good graphic representation can provide a holistic understanding of the key ideas and relations (Jones, Pierce, & Hunter, 1989). According to Glenberg, Gutierrez, Levin, Japuntich, and Kaschak (2004), a child might be competent in oral language use, yet struggle in reading comprehension. Graphic organizers can help learners check whether they understand the plot of the story, and retell and summarize what

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Wei, Li-Chen, and 魏利真. "Action Research on Reading Comprehension Strategies Mediated with Graphic Organizers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/70394252262354642464.

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碩士<br>國立臺北教育大學<br>教育事業創新經營碩士學位在職進修專班<br>99<br>Abatrct This research is aimed to develop the action research on reading comprehension strategies mediated with graphic organizers and explore the program learning outcomes and experiences in the third grade primary school students, meanwhile, researchers in the teaching program of the implementation process of reflection and growth. Researcher arise reliability and validity in this study by using reading comprehension test, reading comprehension strategies questionnaire, reading comprehension strategies, learning experience survey, video, intervie

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Chen, Hsueh-Li, and 陳雪麗. "Effects of Graphic Organizers on Reading Comprehension in Elementary Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/45331039324678047938.

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碩士<br>臺北市立教育大學<br>課程與教學研究所課程與教學碩士學位班<br>100<br>Effects of graphic organizers on reading comprehension in elementary students Abstract This research aims on exploring the effect on the reading comprehension of using graphic organizers whilst engage in reading for fourth graders. The research questions are as followed, first, whether the different usages of graphic organizers impose differences on students' reading comprehension. Secondly, whether the usage of graphic organizers impose difference among different genders with their reading comprehension ability. The research is conducted among 13

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Liu, Shu-Yu, and 劉書妤. "The Effect of Graphic Organizers on Junior High School Students’ Vocabulary Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/36861999064711015845.

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碩士<br>國立雲林科技大學<br>應用外語系<br>102<br>The purpose of this study is to explore the effect of graphic organizers (GOs) on junior high school students’ vocabulary learning, their English learning motivation and their attitudes toward graphic organizers. Participants were 65 9th graders from two classes in a junior high school in Yunlin County. Both groups took a GEPT Elementary Practice Test and two English learning motivation surveys. And no significant differences were found in the pretests between the experimental group and the control group. In addition to the traditional vocabulary teaching in

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Ives, Robert Todd. "Graphic organizers applied to secondary algebra instruction for students with learning disorders." 2002. http://purl.galileo.usg.edu/uga%5Fetd/ives%5Frobert%5Ft%5F200208%5Fphd.

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Lin, Yi-Chung, and 林奕君. "An Action Research of Graphic Organizers on First-Grade Students’Text Based Reading Comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/91923015979211078866.

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碩士<br>國立臺北教育大學<br>語文與創作學系語文教學碩士班<br>102<br>This study was to explore the Graphic Organization used in Mandarin text-based reading comprehension and implementating process in order to understand the students' academic performance. The researcher had an action research for nine weeks in the teaching class. The entire process was divided into five parts: warm up、the demonstration of teacher、the co-working of teacher and students、students’ team working and individual operations. In the procedure, the researcher used the rough ideas in the text book and learning sheets as quantitative tools. And al

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Miao-ling, Tai, and 戴妙玲. "Effects of Graphic Organizers on Vocational High School EFL students' English Reading Comprehension." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/60753991749280559950.

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碩士<br>國立高雄師範大學<br>英語學系<br>96<br>The purpose of the study was to explore the effects of graphic organizers on vocational high school EFL students’ English reading comprehension. Students’ attitudes toward reading English before and after the treatment and students’ opinions of the graphic organizers instruction were also investigated. The subjects were 77 eleventh-grade EFL students in National Tainan Industrial High School. Three types of graphic organizers--sequential organizer, comparative organizer, and hierarchical organizer--were introduced to students during the nine-week instruction

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Ciullo, Stephen Paul. "The effects of graphic organizers and explicit instruction on the informational text learning and comprehension of fourth- and fifth- grade students with learning disabilities." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4459.

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This single-case study compared the effects of a typical practice baseline phase to those of a treatment phase. Seven students with learning disabilities (LD) in Grades 4 and 5 participated in the two-school-site study. Each student had basic word-reading proficiency and a distinct deficit in comprehension. Baseline lessons consisted of text reading with corrective feedback, a text-based summary with corrective feedback, and a daily quiz. In treatment, students read text with corrective feedback, used a graphic organizer to study and teach the content to the instructor, and completed a daily q

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Hsuan-Chin, Huang, and 黃絢琴. "THE LEARNING EFFECTS OF GRAPHIC ORGANIZERS TRAINING PROGRAM ON GRADE-FIVE STUDENTS''HISTORICAL TEACHING." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/30462962189128945303.

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碩士<br>國立師範大學<br>教育心理與輔導學系<br>83<br>The purposes of this study were two:(1) to investigate the effect of graphic organizers training on Grade-five students concerning their retention,comprehension and transference of historical teaching materials for their social studies.(2)to investigate Grade-five students'' graphic organizers''skills after the graphic organizers trainings. Seventy-one students selected from two Grade-five classes in Taipei Navi-Hu Elementary School were sampled. These stu

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Huang, Tzu-Ying, and 黃子瓔. "The Design and Development of ‘How to Edit a Graphic Organizers’ e-Learning Courseware." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46959053836999264592.

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碩士<br>國立新竹教育大學<br>數位學習科技研究所<br>98<br>Facing a great deal of information in digital era, people have out of patience with the massive textual message. Therefore, illustration and diagram play new central roles in learning content. This phenomenon also reflects our visual preference in terms of ‘a picture is worth than thousands of words.’ This research tried to apply a variety of theories as cognitive information processing, dual-code and multimedia learning to develop a self-learning courseware as ‘How to edit graphic organizer.’ According to literature reviews, experts’ evaluation as well as

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