Study Name
 |
Design
Rating
 |
Strategy, Subjects, Effects
 |
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Baumann & Bergeron
Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements.
Read full review
reading_rf_7
|
5 |
Strategy: Story Map Instruction
Subjects: 74 1st-graders; 4 classes; rural Midwestern school; predominantly Anglo-American and
low-income
Effects:
| Story Map Group 1 |
Effect Size= +1.38 |
| Story Map Group 2 |
Effect Size= +1.02 |
| DRTA Group |
Effect Size= + .92 |
|
|
Study:
Idol.
Group story mapping: A comprehension strategy for both skilled and unskilled readers.
Read full review
reading_k-3_105 |
2 |
Strategy: Group Story Mapping
Subjects: 27 3rd-4th graders; medium-sized Midwest city. 2 groups of 11 and another of 5 additional students. One group of 11 - 2 LD students. Second group of 11 - 2 low achieving & one LD.
Effects: Control gained more reading comprehension than either experimental group “normal” students. Low achieving and Learning Disabled also appear to have had increased growth, but the statistics are not given to calculate a reliable Effect Size. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Graphic Organizers
Grades: 3-4
Keywords:
story mapping; schema |
Study:
Idol, L. & Croll, V.J.
Story-mapping training as a means of improving reading comprehension
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reading_k-3_113 |
Added
8-10-05
2 |
Strategy: Story-mapping
Subjects: Five students (grades 2-5) from three elementary schools in a medium-sized Midwestern city were selected by their special education teachers because they exhibited serious reading comprehension problems despite adequate decoding skills. One student was in a self-contained classroom; the others were receiving services from learning disabilities resource teachers.
Results: 4 of the 5 students demonstrated statistically significant net comprehension gains from baseline to maintenance. Improved reading comprehension did significantly maintain after removal of the story mapping. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Diverse Learners
Grades: 2 - 5
Keywords: Story-mapping; learning disabled |
Study:
Idol, L. & Croll, V.J.
Story-mapping training as a means of improving reading comprehension
Read full review
reading_k-3_113 |
Added
8-10-05
2 |
Strategy: Story-mapping
Subjects: Five students (grades 2-5) from three elementary schools in a medium-sized Midwestern city were selected by their special education teachers because they exhibited serious reading comprehension problems despite adequate decoding skills. One student was in a self-contained classroom; the others were receiving services from learning disabilities resource teachers.
Results: Pending |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Diverse Learners
Grades: 2 - 5
Keywords: Story-mapping; learning disabled |
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Armbruster, Anderson, & Meyer.
Improving content-area reading using instructional graphics.
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reading_4-6_36 |
5
|
Strategy: Instruction Graphic: Frame
Subjects: 164 fourth graders and 201 fifth graders from regular classrooms in ten elementary schools in a school district in a small Midwestern city.
Results: Overall, students scored higher under the framing conditions than under the control conditions. |
Reading Topics:
• Comprehension
– Graphic Organizers
– Strategy Instruction
Grades: - 4, 5
Keywords:
graphic; social studies; |
Study:
Berkowitz.
Effects of instruction in text organization on sixth-grade students' memory for expository reading.
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reading_4-6_40
|
5 |
Strategy: Map Construction for organizing ideas as a framework for studying.
Subjects: 99 sixth graders from a middle school in Minneapolis suburb
Results: The map construction group recalled significantly more information than the question-answering group. There was no difference indicated in the transfer test. In the recall of main ideas, map construction group recalled significantly more main ideas than the other three groups. |
|
Griffin & Duncan Malone.
Effect of graphic organizer instruction on fifth-grade students
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reading_rf_2
|
5 |
Strategy: Graphic Organizers
Subjects: 61 fifth graders from 5 intact classrooms in three homogenously grouped classes from one elementary school in a small, Midwestern city
Effect sizes for:
| Immediate and |
Delayed Posttests |
| Explicit Graphic Organizer Group |
+ .39 |
+ .18 |
| Implicit Graphic Organizer Group |
- .19 |
- .37 |
|
• Comprehension
– Graphic Organizer |
Study:
Franklin, Roach, Clary, & Ley.
Overcoming the reading comprehension barriers of expository texts.
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reading_4-6_20
|
4 |
Strategy: Use of comprehension strategies to aid comprehension in content area textbooks, specifically, graphic organizers and conceptual mapping, text structure instruction and summary writing.
Subjects: (82) 5th and 6th graders in small rural public school
Results: Instruction in metacognitive strategies does, in fact, improve comprehension. Preservice and inservice training in content area reading should be available.The training model used in this study produces favorable results in teacher effectiveness and student achievement. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Grades: 5, 6
Keywords:
metacognition; teacher modeling; comprehension process |
Study:
Levin et al.
A comparison of semantic-and mnemonic-based vocabulary-learning strategies.
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reading_4-6_44
|
3 |
Strategy: Mnemonic-based and semantic-based (contextual analysis and semantic mapping) vocabulary strategies
Subjects: 71 high-achieving, semi-rural 4th-graders and 55 low-achieving, racially mixed university community 4th & 5th-graders
Results: The key word method was found to be superior in impacting definition recall for both ability levels. The semantic strategies produced positive results, just not as high as the mnemonic strategy. |
Reading Topics:
• Comprehension
– Strategy Instruction
• Vocabulary
Grades: 4, 5
Keywords:
context; mapping; keyword; mnemonic
|
Study:
Idol.
Group story mapping: A comprehension strategy for both skilled and unskilled readers.
Read full review
reading_k-3_105 |
2 |
Strategy: Group Story Mapping
Subjects: 27 3rd-4th graders; medium-sized Midwest city. 2 groups of 11 and another of 5 additional students. One group of 11 - 2 LD students. Second group of 11 - 2 low achieving & one LD.
Effects: Control gained more reading comprehension than either experimental group “normal” students. Low achieving and Learning Disabled also appear to have had increased growth, but the statistics are not given to calculate a reliable Effect Size. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Graphic Organizers
Grades: 3-4
Keywords:
story mapping; schema |
Study:
Zipprich, M. A.
Teaching web making as a guided planning tool to improve student narrative writing
Read full review
reading_3-5_116 |
Added
8-10-05
2 |
Strategy: Prestructured story web
Subjects: Thirteen 9-12 year-olds with full-scale IQ scores ranging from 89-109 (WISC-R) identified as having learning disabilities and significant writing deficits (Test of Written Language) with writing instruction as part of the IEP. All have resource room instruction.
Results: Following instruction in the web technique, students showed improvement in the two primary target behaviors of planning time and holistic(quality) score but showed inconsistent results for the other target behaviors of number words, thought units, density, sentence types, and mechanics. |
Reading Topics:
• Comprehension
– Graphic Organizers
– Misc.
Grades: 3-5
Keywords: web making; learning disabled; narrative writing |
Study:
Darch, Carnine, & Kameenui.
The role of graphic organizers and social structure in content area instruction
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reading_4-6_39
|
2 |
Strategy: Graphic Organizer Strategy/group, Graphic Organizer Strategy/individual, SQ3R/individual, Directed Reading/group
Subjects: 84 predominately middle class 6th-graders; social studies classrooms
Results: Use of a graphic organizer strategy in a group social structure is more effective in facilitating comprehension of content area information than a graphic organizer strategy used in an independent structure or a directed reading strategy used in a group structure. Transfer testing revealed that the graphic organizer and the SQ3R strategies were more effective than the directed reading approach. |
Reading Topics:
• Comprehension
– Graphic Organizers
– Cooperative Strategies
Grades: 6
Keywords:
graphic organizer; SQ3R; directed reading
|
Study:
Dalton, Tivnan, Keohane, Rawson, Dias.
Revealing competence: Fourth-grade students with and without learning disabilities show what they know on paper-and-pencil and hands-on performance assessments
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reading_4-6_157 |
2 |
Strategy: Effects of measuring student knowledge through alternate assessments
Subjects: 74 fourth graders in one suburban and 4 urban schools: 29 were students with a learning disability, 51% white, 26% African-American, 7% Latino, 16% other
Results: Students with LD and Low Achievers performed comparably on paper and pencil assessments and performance assessments. The two groups performed well below the Average to High Average group. However, in the performance assessment, the gap narrowed and some of the students with LD scored higher than students in the Average to High Average group. |
Reading Topics:
• Comprehension
– Graphic Organizers
Also Diverse Learners
Grade: 4
Keywords:
assessment, science inquiry, learning disabled
|
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Denner.
Comparison of the effects of episodic organizers and traditional notetaking on story recall.
Read full review
reading_7-8_65
|
4 |
Strategy: Episodic Organizers (story maps, graphic organizer) and traditional note taking
Subjects: 111 7th-grade students from regular reading classes in a suburban junior high
Results: The episodic-organizer group (made their own) outperformed all other groups in recall of high-importance information. Both completion of an episodic-organizer and active note taking after reading the passage enhanced free recall performance when compared with the study of an episodic-organizer or simple re-reading.
|
|
Study:
Sturm & Rankin-Erickson.
Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities
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reading_7-8_158 |
4 |
Strategy: Concept Mapping, both hand-drawn and computer-generated (Inspirations™ software)
Subjects: 765 middle school English/reading classroom in a medium-sized Midwestern city (89.5% Caucasian, 4.4% African-American, 2.9% Asian American, 1.8% Hispanic, 1.3% Native American; 36% Free and Reduced lunch,)
12 eighth graders with primary disability as learning disability with needs in written expression with IQs between 85 and 120 and two years below grade level
Results:
Number of Words: Hand-mapping |
1.2 |
Number of Words: Computer-mapping |
2.2 |
Number of T-units: Hand-mapping |
1.75 |
Number of T-units: Computer-mapping |
2.25 |
Syntactic Complexity: Hand-mapping |
0.02 |
Syntactic Complexity: Computer-mapping |
-0.05 |
Holistic: Hand-mapping |
0.83 |
Holistic: Computer-mapping |
1.05 |
|
Reading Topics:
• Comprehension
– Graphic Organizers
Grades: 8
Also Diverse Learners
Keywords: metacognition, concept mapping, writing, learning disabilities |
Study:
Margosein, Pascarella, & Pfaum.
The effects of instruction using semantic mapping on vocabulary and comprehension.
Read full review
reading_7-8_37
|
3 |
Strategy: Semantic mapping and its effect on vocabulary and comprehension
Subjects: 44 7th & 8th-grade parochial school students in a Mexican-American community
Results: Pre/Post with Control on Gates MacGinitie
| Vocabulary |
+ 0.32 |
| Comprehension |
+0.12 |
|
|
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Alvermann.
The compensatory effect of graphic organizers on descriptive text.
Read full review
reading_9-12_48 |
4 |
Strategy: Graphic Organizers – effect on descriptive text
Subjects: 114 tenth graders in Regents and non-Regents courses at a small city high school in upstate New York.
Results: Both skilled and unskilled readers benefited from the instruction using organizers in this study. |
Reading Topics:
• Comprehension
– Graphic Organizers
– Text Structure
Grades: 9-12
Keywords:
mapping; visuals; narrative text; |
Study:
Bulgren, J., Schumaker, J., & Deshler, D.
Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes.
Read full review
reading_ku_179 |
Added
3-11-06
2 |
Strategy: Concept Diagrams and Concept Teaching Routine
Subjects: 475 9th-12th grade students from two districts: a suburban area of northeast Kansas & an urban area of northwest Missouri.
23 classes taught by the 7 teachers.
32 students with learning disabilities.
Results: Effect Size -
LD students +1.18
Non LD students +1.07 |
Reading Topics:
• Comprehension
– Strategy Instruction
– Graphic Organizers
Grades: 9-12
Diverse Learners
Keywords: advanced organizers, concepts |