Using Graphic Organizers To Enhance Student Comprehension Of Expository Text And Decrease Students Frustration Behaviors
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Using Graphic Organizers To Enhance Student Comprehension Of Expository Text And Decrease Students Frustration Behaviors
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Author : Barbara J. Slaton
language : en
Publisher:
Release Date : 2009
Using Graphic Organizers To Enhance Student Comprehension Of Expository Text And Decrease Students Frustration Behaviors written by Barbara J. Slaton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Behavior disorders in adolescence categories.
Using Graphic Organizers To Improve At Risk Students Reading Comprehension Of Expository Text
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Author : Kathleen M. Phillips
language : en
Publisher:
Release Date : 2009
Using Graphic Organizers To Improve At Risk Students Reading Comprehension Of Expository Text written by Kathleen M. Phillips and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Graphic organizers categories.
Utilizing Expository Text Structure With Graphic Organizers To Increase Student Comprehension
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Author : Rebecca Lynn Weliver
language : en
Publisher:
Release Date : 2001
Utilizing Expository Text Structure With Graphic Organizers To Increase Student Comprehension written by Rebecca Lynn Weliver and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with categories.
Graphic Organizers
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Author : Janet Staudinger
language : en
Publisher:
Release Date : 2005
Graphic Organizers written by Janet Staudinger and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education categories.
This thesis documents the survey and results of research done to answer the following question, to which 47 rural Midwestern public school educators responded: "Do educators view graphic organizers as a strategy that improves comprehension of expository text?" The majority of results were in the affirmative.
Will The Use Of Graphic Organizers With Fifth Grade Students Have A Significant Positive Effect On Student Comprehension Of Expository Text
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Author : Tara Costanzo
language : en
Publisher:
Release Date : 2004
Will The Use Of Graphic Organizers With Fifth Grade Students Have A Significant Positive Effect On Student Comprehension Of Expository Text written by Tara Costanzo and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
So I Can Be A Better Writer
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Author : Deuane Khamnivong
language : en
Publisher:
Release Date : 2009
So I Can Be A Better Writer written by Deuane Khamnivong and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Research Question: How do graphic organizers assist third graders in writing a procedural explanation on how to implement a recipe? How do graphic organizers help students organize information to write procedural explanations? Research Activities: Context: This intervention took place in a self contained 3rd grade classroom composed of 19 students from ethnically and academically diverse backgrounds. The whole class participated in the instructional activities, with additional support given to four English learners (ELs). The four focus students were of Mexican and Hmong background and represented a range of ability on the California English Language Development Test (CELDT). One early advanced, two intermediate and one early intermediate. Focus students were chosen based on CELDT levels and near perfect attendance records. Methods & Data: The intervention occurred in three phases which included recipe activities that mirrored one another. The "hook" was enabling students to create the recipes and eat it in class for two of the three recipes. For the Peanut Butter and Jelly Sandwich phase and "Ants on a Log" phase first students entered information into a graphic organizer, secondly made the recipe, and lastly wrote a procedural paragraph on the recipe. Students obtained a recipe from home or chose a kid friendly recipe from The Taste of Home Cookbook in the second phase, after which they filled out a graphic organizer and wrote a procedural paragraph for their recipe. Scaffolds included a step by step presentation for each recipe, teacher modeling of paragraph structure, and class reflections on each activity. Four focus students received additional tutoring and feedback on their recipes. Graphic organizers were scored using a teacher-created rubric targeting the listing of materials, step by step directions and organization. Procedural paragraphs were also scored with a teacher-created rubric focusing on title, correct paragraph format and organization, use of transitional words, correct spelling, mechanics and grammar. Pre and post intervention attitude surveys were administered that related to the students' outlook on writing and school subjects. Observation notes contributed to understanding students' comfort level with writing and enthusiasm for the topic. Results: Performance was tracked on 12 students with consistent attendance over the course of the intervention for each recipe. Six students' performance improved half or a full point on the rubric scales in their ability to fill out a graphic organizer and write a procedural paragraph while the other half either remained the same or decreased. A similar pattern was seen among the focus students (one student increased a full point, one remained the same but decreased a point on the last recipe, another student fluctuated up and down between half a point and one point, and the last student decreased a full two points). Close analysis of the focus students' recipes over time showed that all made progress in producing key elements of the recipe genre: specifying ingredients, listing step by step procedures in sequence and providing generally replicable recipes despite their rubric based scores. Emergent writer ELs benefited especially from the graphic organizer in maintaining focus in their paragraph writing. After the intervention, three focus students used graphic organizers and scored higher on a district assessment on procedural writing compared to their first assessment as opposed to one focus student who did not and scored lower. Four non-focus students also used graphic organizers on the assessment and scored higher compared to their first writing sample and five who did not use graphic organizers still scored a passing grade. Attitude survey results showed slightly more confidence in one third of the students and no change in the other two thirds of students' ability to write procedural paragraphs. Observation data showed an increase in more than half of the students' willingness to use graphic organizers and to learn other writing genres after the intervention. Grade Level: Elementary, 3rd grade. Data Collection Methods: Writing assessment, Writing samples, Survey-Attitude, Observation-Field notes. Curriculum Areas: English Language Arts, Writing-Writing in the content areas. Instructional Approaches: Writing-Explicit instruction, Expository/Informational text, Graphic organizer/concept map, Writing-Expository, Writing-Organization, Student engagement.
The Use Of Graphic Organizers To Improve Comprehension For Students With Special Education Services
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Author : Jennifer Nadolski
language : en
Publisher:
Release Date : 2023
The Use Of Graphic Organizers To Improve Comprehension For Students With Special Education Services written by Jennifer Nadolski and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with Choice (Psychology) in children categories.
Students are increasingly being asked to comprehend informational texts. Research has shown an increase in integrating content areas such as social studies and science with literacy instruction. The purpose of this action research study aims to examine instructional practices that can be used to assist with main idea comprehension. I specifically looked if a graphic organizer helps improve main idea comprehension of social studies texts and if providing a choice between graphic organizer, traditional or digital, to students who receive special education services enhances their ability to determine the main idea of a text. I worked with a group of six students and provided instruction on how to use both a traditional and digital graphic organizer. Half of the six students received special education services. The students used each of the organizers to help identify the main idea of five texts on westward expansion. Additionally, the students completed Lesson Reflection Student Interviews and Post Student Interviews. Findings demonstrated that it was not clear whether the traditional or digital graphic organizer helped more than the other, but the findings do show that with explicit instruction on the use of a graphic organizer and the skill of main idea, their comprehension does increase. Additionally, when given the choice all six students chose to use the digital graphic organizer. The study also examined if providing a choice to students with special education services increased their ability to determine the main idea of the text. When given the choice, the three students chose the digital graphic organizer and all were successful. The results indicate that students may benefit from main idea instruction and the use of a graphic organizer, but the benefits of using a specific type of graphic organizer may differ depending on the student.
The Effect Of Graphic Organizers On The Comprehension Of Expository Text
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Author : Kathryn Wigham
language : en
Publisher:
Release Date : 2002
The Effect Of Graphic Organizers On The Comprehension Of Expository Text written by Kathryn Wigham and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Graphic organizers categories.
Graphic Organizers As An Aid In Fostering Comprehension Of Expository Text
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Author : Yvonne Marie DiCecco
language : en
Publisher:
Release Date : 1992
Graphic Organizers As An Aid In Fostering Comprehension Of Expository Text written by Yvonne Marie DiCecco and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1992 with Study skills categories.
Using Graphic Organizers To Enhance Retention And Application Of Content To Change Student Behavior
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Author : Kim Kipp-Sutliff
language : en
Publisher:
Release Date : 2007
Using Graphic Organizers To Enhance Retention And Application Of Content To Change Student Behavior written by Kim Kipp-Sutliff and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Behavior modification categories.
The purpose of this research project was to determine if the use of graphic organizers would enhance student retention and understanding of new concepts, and thus change student behavior. This study was conducted with three Practical Studies students at Northwest Junior High School. The students were participating in the Clear and Dark Thinking Skills curriculum. The students were taught how to use two specific graphic organizers, K-W-L and Frayer Model over an eight-week period. Prior to the study reports of office referrals for the three students 2007 spring trimester were gathered to compare with office referrals post treatment. A pre-treatment survey was given to determine if the students understood how thinking skills affect behavior. A post-survey was completed to see if instruction using the graphic organizers increased the student's ability to comprehend the content of Clear and Dark Thinking, and change their behaviors. Therefore, they should have had fewer office referrals than in 2007 spring trimester. Students completed specific journal questions during weeks two through seven to assess content retention. A weekly journal documenting student responses and observations of how the instruction was being received by the students was kept by the teacher. A content quiz was given after spending two weeks on each graphic organizer. Data from the pre and post survey, quizzes, student/teacher journal entries, and office referral comparison were analyzed. Results suggested that the students understood how to use the graphic organizers, increased their understanding of new concepts, but were not able to transfer the new skills to their daily lives.