A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom
Learning Disabilities Research & Practice
Dexter, D. D., Park, Y. J., et al. (2011).
Learning Disabilities Research & Practice, 26(4), 204-213.
This meta-analysis investigates the use of graphic organizers to teach science content in students with learning disabilities.
Not stated
1980 to 2010
Experimental group design studies; quasi-experimental group design studies
14 studies within 6 articles
The studied graphic organizers indicated a strong mean effect size (ES) for maintenance of science content for students with learning disabilities (ES = 0.8035). Syntactic/semantic feature analysis and combination graphic organizers (i.e., semantic mapping/semantic feature analysis/syntactic semantic feature analysis) were indicated to have the largest effect sizes (ES = 1.323 and 1.013, respectively).
"This meta-analysis revealed that, in comparison with activities, such as reading text passages, attending to lectures, and participating in typical classroom practice (e.g., dictionary instruction), [graphic organizers] GOs are more effective for learning and maintenance of science material" (p. 211). Results demonstrated a large overall effect size of 1.052 for the following studied graphic organizers:<ul> <li>semantic mapping (SM);</li> <li>semantic feature analysis (SFA);</li> <li>syntactic/semantic feature analysis (SSFA);</li> <li>SM/SFA/SSFA combination; and</li> <li>visual display.</li></ul>Semantic mapping and semantic feature analysis demonstrated the largest effects, but all studied graphic organizers were indicated to be effective in increasing the science post-test performance of students with learning disabilities.
