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graphic organizers in reading instruction strongresearchstrong findings
Reading in a Foreign Language April 2007, Volume 19, No. 1
ISSN 1539-0578 pp. 34–55
Graphic organizers in reading instruction: Research findings and issues
Xiangying Jiang and William Grabe
Northern Arizona University
United States
Abstract
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.
Keywords : graphic organizers, text and discourse structure, reading development, comprehension
instruction
Recent overviews of reading have argued that discourse comprehension skills contribute to
reading abilities (e.g., Grabe, 2004; Kintsch & Rawson, 2005; Perfetti, Landi, & Oakhill, 2005;
Trabasso & Bouchard, 2002).
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