This meta-analysis reviews experimental and quasiexperimental studies in which upper-elementary, intermediate, and secondary students with learning disabilities learned from graphic organizers. Following an exhaustive search for studies meeting specified design criteria, 55 standardized mean effect sizes were extracted from 16 articles involving 808 participants. Students at levels ranging from grade 4 to grade 12 used graphic organizers to learn in core-content classes (English/reading, sci ence, social studies, mathematics). Posttests measured near and far transfer. Across several conditions, settings, and features, the use of graphic organizers was associated with increases in vocabulary knowledge, comprehension, and inferential knowledge. Mean effect sizes varied from moderate to large based on type of meas ure, type of graphic organizer, and subject area. Conclusions, implications for future research, and practical recommendations are presented.
This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were extracted from six articles involving 271 participants in grades 6 through 12. Findings included that, across immediate posttest and maintenance conditions, the use of GOs was associated with increased vocabulary knowledge and factual comprehension measured by researcher-generated multiple-choice tests in science. Conclusions, implications for future research, and practical recommendations are presented.
This review summarizes field studies of responsiveness to intervention (RTI) models. Eleven studies were located that met inclusion criteria. Studies were classified as either district/state implemented or researcher implemented. Outcomes demonstrated improved academic performance and a slight overall decrease in special education referral and placement rates. These findings must be met with some reservation however due to research designs and procedures used in the studies. Implications for rural special education and directions for future research are provided. * References marked with an asterisk indicate studies included in the review.
The purpose of this review was to analyze the content of Learning Disabilities Research & Practice to identify prevalent topics and types and proportions of articles published from 1991 through 2007. Also analyzed was the nature of the research reported including designs, participants, interveners, and settings. Analysis indicated that the three most prevalent topics were reading, assessment and identification, and inclusion. Furthermore, 57 percent of the content reflects original research with almost half of these being descriptive in nature. Position papers constitute the most common form of nonresearch articles. Students with learning disabilities as well as those identified as being at risk were the populations studied most often and studies were largely conducted in elementary or middle school classrooms (either special education or general education) with the intervention delivered by a teacher in almost half the studies. More detailed results of the overall analysis along with discussion of the findings are also presented.
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