A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom

被引：38

作者：

Dexter, Douglas D. ^{[1
]}

Park, Youn J. ^{[1
]}

Hughes, Charles A. ^{[1
]}

机构：

[1] Penn State Univ, University Pk, PA 16802 USA

来源：

LEARNING DISABILITIES RESEARCH & PRACTICE | 2011年 / 26卷 / 04期

关键词：

READING-COMPREHENSION; STUDENTS; LD;

D O I：

10.1111/j.1540-5826.2011.00341.x

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were extracted from six articles involving 271 participants in grades 6 through 12. Findings included that, across immediate posttest and maintenance conditions, the use of GOs was associated with increased vocabulary knowledge and factual comprehension measured by researcher-generated multiple-choice tests in science. Conclusions, implications for future research, and practical recommendations are presented.

引用

页码：204 / 213

页数：10

共 46 条

[21] THE EFFECTIVENESS OF GRAPHIC ORGANIZERS FOR 3 CLASSIFICATIONS OF SECONDARY STUDENTS IN CONTENT AREA CLASSES [J].