Graphic Organizers as a Learning Strategy for Improving Reading Skills By: The Bomb Squad bka Stasi Booth, LaCiana Rozier, John Washatka

Research Status Definition Definition Status research supported evidence Status research supported evidence Effect size Effect size Conflicting reporting Conflicting reporting Pre- vs. post organizers Pre- vs. post organizers Vocabulary vs. text structure Vocabulary vs. text structure

Research Plan Research Problem Research Problem Variables Variables Target Population Sampling Techniques Target Population Sampling Techniques Threats and Controls Threats and Controls Intervention Fidelity Intervention Fidelity Reliability and Validity Reliability and Validity Methodology Methodology Results Results

Research Problem Transferability of graphic organizers to new reading situations. Transferability of graphic organizers to new reading situations.

Variables IV IV Graphic organizer (Cognitive Map) Graphic organizer (Cognitive Map) Expository texts Expository texts DV DV Assessment of the quality of GO with text A Assessment of the quality of GO with text A Assessment of the quality of GO with second text B Assessment of the quality of GO with second text B

Population Small University School District Small University School District 600 students 600 students Stratified random sample Stratified random sample Demographic markers Demographic markers

Threats & Controls Control for the following threats Control for the following threats Type of graphic organizer Type of graphic organizer Length of study Length of study Standardized rubric for the measurement of GO Standardized rubric for the measurement of GO

Intervention Fidelity Intervention Intervention Training of students and instructors on GO methodologies Training of students and instructors on GO methodologies Provide the same type of GO Provide the same type of GO

Reliability and Validity Instrument Instrument Use of grading rubric Use of grading rubric Same for all instructor Same for all instructor Validity of grading rubric Validity of grading rubric

Data Analysis Quantitative Quantitative Dependent T-test Dependent T-test Measurement of text A rubric compared with the measurement of text B rubric Measurement of text A rubric compared with the measurement of text B rubric Same group of students Same group of students

Expected Results Transferability of GO to new text Transferability of GO to new text Further studies Further studies Testing for increased reading comprehension Testing for increased reading comprehension Can we generalize these results to other GOs? Can we generalize these results to other GOs?

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