Name Professor Subject Date The Uses of Graphic Organizers: An Annotated Bibliography Research problem Till this point of time, there is no single graphic organizer has proved to be a final way to ensure effective comprehension of reading and learning; is cognitive mapping or semantic mapping more effective?…
Kim, A.-H. et al. “Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research.” Journal of Learning Disabilities 37.2 (2004) : 105-118. 16 July 2011. This peer reviewed article examines the effects of graphic organizers on reading comprehension for those students facing the problems of learning disabilities. This article compares the standardized reading comprehension with the reading comprehension with the use of graphic organizers such as semantic organizers, cognitive mapping. The article concludes that the use of graphic organizers have improved reading comprehension overall for students with learning disabilities. This article is taken from Journal of Learning Disabilities, which is considerably recognized for its authentic and reliable work throughout the academic world. In addition, it is available at Sage Publication, again which prefers to publish reliable piece of work. This article provides the basic information relating to the research work. The use of graphic organizers for reading comprehension for students with learning disabilities; considerably fulfills the required need of information on the topic. DiCecco, V. M., and M. M. Gleason. “Using Graphic Organizers to Attain Relational Knowledge From Expository Text.” Journal of Learning Disabilities 35.4 (2002) : 306-320. 19 July 2011. This article focuses on the implications of the expository text. For this purpose, this research is carried out on K-12 participants in order to assess the potency of the graphic organizers as a comprehension tool. By highlighting the key concerns relating to graphic organizers, the researchers try to examine the effects of graphic organizers under treatment and control conditions. The results support the use of graphic organizers for students with learning disabilities to increase their relational knowledge from expository textbooks. When factual knowledge was analyzed via multiple choice questions and tests, the results mention no difference found between control and treatment conditions. This article belongs to the Journal of Learning Disabilities and is collectively published by Hammill Institute on Disabilities and Sage publication. Being a peer reviewed article, it consists of primary research over the use of graphic organizers on K-12 students . This article provides primary research over the use of graphic organizers. By clearly highlighting the difference of reading comprehension and relational knowledge, this article has facilitated in the broader understanding of the concept of graphic organizers. McCoy, J. D., and L. R. Ketterlin-Geller. “Rethinking Instructional Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.” Intervention in School and Clinic 40.2 (2004) : 88-95. 19 July 2011. This article takes into account the role of teachers in assisting students to learn complex content during classes. The students face the problems of studying facts without reaching the larger contexts. For that purpose, research at the University of Oregon concludes that if the teacher takes responsibility for explaining and identifying the concept within the parameters of course materials, students will be considerably relieved with above mentioned problems. At the same time, using the functional taxonomy, teachers can practically assess the realistic performance of ...
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While carrying out the research work, various tools, techniques and tactics are applied so that findings would be understandable. From the inception of research work till date, diverse research methodologies have been adopted by the researchers to uncover the hidden data.
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ans view and perceive other religious groups was conducted one thousand adults and the funding for the research came from part sponsorship from the John D and Catherine T. Mac Arthur Foundation, the William and Flora Hewlett Foundation in conjunction with Jeane M. Bertsch and
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