“…Targeted instruction of academic vocabulary promotes contentarea knowledge (Fisher & Frey, 2014;Vaughn et al, 2015). Graphic organizers, albeit not electronic in nature, have been proven to promote this cause (Ae-Hwa, Vaughn, Wanzek, & Wei, 2004;Ausubel, 1963;Gajria, Jitendra, Sood, & Sacks, 2007;McMackin & Witherell, 2005;Singleton & Filce, 2015). With the emphasis of rigor in education and, thus, the cognitive demand placed upon students steadily increasing, the challenge placed before students is accumulating (Kim et al, 2017;Lombardi et al, 2017;Malcolm & Roll, 2017;Vaughn et al, 2015).…”