Graphic Organizers and Their Effects on the Reading Comprehension of Students With LD: A Synthesis of Research
Journal of Learning Disabilities
Kim, A. H., Vaughn, S., et al. (2004).
Journal of Learning Disabilities, 37(2), 105-118.
This meta-analysis investigates the effect of graphic organizers (e.g., semantic organizers, cognitive maps) on reading comprehension in school-aged children, grades K-12, with learning disabilities.
Overall, the review found that students with learning disabilities benefited from use of graphic organizers. Students demonstrated greater gains in reading comprehension using graphic organizers compared to other reading interventions. Results by different type of graphic organizers are as follows:<ul> <li>Semantic organizers (9 studies): The majority of studies (8/9) examining the use of semantic organizers reported larger effect sizes (ES = .81-1.69) compared to comparison groups. One study reported small to medium effects (ES = .40).</li> <li>Cognitive maps with mnemonic illustration (3 studies): Larger effects were reported for cognitive maps with mnemonics (ES = .81-.91) compared to conventional reading interventions.</li> <li>Cognitive maps without mnemonics (7 studies): Six of seven studies found cognitive maps to be associated with higher comprehension scores (ES = .96 - 5.07) compared to conventional reading intervention. One study found no significant difference between interventions. </li> <li>Framed outlines (2 studies): Both studies revealed large effects for use of framed outlines (ES = .80 and 1.78).</li></ul>
