A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom

Abstract

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.

Graphic Organizers as a Reading Strategy: Research Findings and Issues

“…Concurrently, Kim et al, (2004) and Gajria, Jitendra, Sood, and Sacks (2007) lend support for the effectiveness of GOs on boosting comprehension skills. The findings of a more recent meta-analytic review conducted by Dexter, Park, and Hughes (2011) also corroborate the facilitative effects of GOs on increased vocabulary knowledge and comprehension gains.…”

Learning Disability and the Extended Mind

“…), and different types are helpful for different LD individuals. For many LD individuals, graphic organizers aid in understanding and evaluating the relationships among concepts that might otherwise be puzzling to them, and these sorts of visuospatial representations of information have been shown to be helpful cognitive tools for learning, problem solving, and planning (Sturm and Rankin-Erickson, 2002;Dexter et al, 2011).…”

Comprehensive Individualized Curriculum and Instructional Design

“…Word ID strategy (Lenz & Hughes, 1990) Morphemic awareness & analysis (Reed, 2008) Using instructional technology including visuals (Xin & Rieth, 2001) Graphic organizers (Dexter, Park, & Hughes, 2011) Content enhancements (Deshler & Shumaker, 2006) Anchored instruction (Cognition and Technology Group at Vanderbilt, 1990) -Take a bank of vocabulary terms for a unit and practice matching them to EBPs that would be appropriate given student needs and the features of the term.…”