As an instructional tool, graphic organizers (GOs) have been highly recommended and used in contemporary classrooms. Over the past decade, a number of concerns have been raised about claims for the effectiveness of GOs. These concerns involve the inconsistent research results on student improvements, the limitation in generalizability from research studies, and the need for research studies with second language (L2) students and with more extended instructional exposure time. This paper argues that GOs, which directly represent the discourse structures of a text, provide stronger evidence for the effectiveness of the technique, and these versions of GOs should be adopted in comprehension instruction. The authors propose a number of generic forms of graphic representations that apply to regularly recurring text structures, and recommend further research on the impact of GOs with learners of English as a second or foreign language as well as research that involves more extended instructional time.
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Made available in DSpace on 2020-05-22T02:04:12Z (GMT). No. of bitstreams: 1
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Previous issue date: 2007-04
endingpage:
55
identifier.doi:
10125/66616
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66616
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Methods and Materials
site_url:
/rfl/item/136
startingpage:
34
subject:
graphic organizers text and discourse structure reading development comprehension instruction
title:
Graphic organizers in reading instruction: Research findings and issues
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