Graphic Organizers for Secondary Students With Learning Disabilities

Singleton, Sabrina M.; Filce, Hollie Gabler

doi:10.1177/0040059915605799

Cited by 13 publications

(9 citation statements)

References 15 publications

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“…Educators continue to search for research-based, effective tools to overcome students' academic difficulties while also taking advantage of technology available to them in modern classrooms. One such tool, the graphic organizer, was first identified in 1963 by Dr. David Ausubel as a means of increasing students' knowledge by building on their current understanding and presenting new information through well-organized, visual models (Dexter & Hughes, 2011;Singleton & Filce, 2015). These models allow students to better understand content which, therefore, make them highly effective in improving the reading comprehension of students with disabilities (Gajria, Jitendra, Sood, & Sacks, 2007;Kuder, 2017;Watson, Gable, Geer, & Hughes, 2012).…”

Section: Background Of the Studymentioning

confidence: 99%

“…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).…”

Section: Background Of the Studymentioning

confidence: 99%

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Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

Massey

Shippen

Flores

et al. 2020

ger

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This study investigated the effects of an instructional technology device, specifically, a computer-based graphic organizer, called the Real-World Connections Vocabulary graphic organizer (Ellis, 2015), on vocabulary acquisition for college entrance testing skills of students with high-incidence disabilities. Although graphic organizers have been studied since the 1960's, there is very little research regarding the effectiveness of computer-based graphic organizers when used with high school students with mild disabilities, and their benefit acquiring college entrance exam vocabulary knowledge, namely, the ACT exam. By means of a single-subject, multiple probe across participants design, this study demonstrated that a functional relation did exist between the tool and vocabulary acquisition for each of the three participants. Additionally, a social validity survey rendered positive results regarding its use.

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Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

Massey

Shippen

Flores

et al. 2020

ger

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“…In the study, textbook writers designed activities that would strengthen conceptual and computational skills of students using spatial learning strategies like graphic organizers, knowledge maps and concept maps. Literature has underscored the role of images in textbooks in enhancing readers' imagination, influencing their creativity and learning process (e.g., Chang et al, 2002), and alleviating cognitive demand (Singleton and Filce, 2015). Visual imagery on such materials when coupled with interesting content was reported to facilitate learning and recall (Tobias, 1994).…”

Section: Progressing Movesmentioning

confidence: 99%

“…These exercises, as found in the textbooks analyzed, usually make use of graphic organizers for legitimate reasons. It has been established that graphic organizers can enhance students' text comprehension and summarization abilities (Chang et al, 2002) and aid those with strong reasoning skills but weak verbal skills to mathematics success especially learners with language disorders (Ives and Hoy, 2003;Singleton and Filce, 2015). The authors' choice to utilize concept maps as a way for students to summarize their ideas and present key points is commendable as it reduces students' dependence on receptive language skills.…”

Section: Polishing Movesmentioning

confidence: 99%

Like the layers of an onion: curricular noticing as a lens to understand the epistemological features of the Philippine K to 12 secondary mathematics curriculum materials

Guzman

Adamos

2020

Educ Res Policy Prac

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As major sources of information, curriculum materials (CMs) have generally served teachers and students by providing instructional and learning support. The impact of CMs on teachers' pedagogical practice and learners' engagement and success had been fairly documented. However, just as the use of CMs is influenced by teachers' orientations and learners' identity with the subject matter, the same can be said for textbook writers who attend, interpret and respond to curriculum content and standards. Guided by Dietiker, Males, Amador and Earnest (2018)'s curriculum noticing construct, this study examined the epistemological features of Philippine secondary school mathematics textbooks of the Department of Education. Four textbooks, one from each grade level, were analyzed via a directed qualitative content analysis. Following the inductive approach, significant statements from the texts were culled and organized through coding, categorizing and abstraction using a repertory grid. Member checking was done to validate the findings of the study. Interestingly, the study afforded the development of the Onion Model of Curricular Noticing Dynamics in Mathematics Textbooks. The model reveals how CM writers frame the mathematics curriculum in the design and development of textbooks. Specifically, the encountering frame lays emphasis on their interaction with the mandated curriculum through an examination of curricular elements. In the sense-making frame, writers reflect on four curricular questions leading to an understanding of the curriculum and the context in which it operates. Finally, the operationalizing frame captures the unique moves observed by textbook writers in developing the materials. The emerged model can serve as a valuable means in achieving heightened consciousness among textbook writers as they develop materials that promote teacher learning and respond to learners' needs, interests and orientations.

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“…(Hall, McCulley, Wanzek, Kent, & Davis, 2016) mentioned that there were six types of graphic organizers that could be assissted students' comprehension and even recalled texts contents. (Singleton & Filce, 2015) in different perspective declared that there were nine types of graphic organizer used in certain demand. The type of graphic organizer used in this study was combined by some colors hence it showed several coded as parts of narrative paragraph.…”

Section: Color-coded Graphic Organizermentioning

confidence: 99%

Color-Coded Graphic Organizer for Empowering Students’ Writing

Maharani¹

2019

Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Sem

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This study investigated color-coded graphic organizer for empowering students' writing. The main aim was to know the students' writing after colorcoded graphic organizer was applied. Following action research methodology, the study discussed the students' writing from two sources: writing and questionnaire. The questionnaire result showed that the biggest problematic sentences was detail sentences, 76%. The writing result after the first intervention showed that the students' writing were vary: their topic was written clearly and the details were correlating the topic; the orientation was written completely, the complicatiton and reorientation were organized well; their sentences were grammatically good except four students; their vocabularies were not very poor; their sentences were written in an appropriate mechanic. However, the writing result after the second intervention showed that there was a student who could not fullfill the criterias of good writing which were about content, organization, grammar, vocabulary and mechanic. In short, the writer could say that color-coded graphic organizer empowered the students' writing. It linked planning stage with drafting and a writing product.

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Graphic Organizers for Secondary Students With Learning Disabilities

Cited by 13 publications

References 15 publications

Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

Like the layers of an onion: curricular noticing as a lens to understand the epistemological features of the Philippine K to 12 secondary mathematics curriculum materials

Color-Coded Graphic Organizer for Empowering Students’ Writing

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