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A Meta‐Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom
Author(s) -
Dexter Douglas D.,
Park Youn J.,
Hughes Charles A.
Publication year - 2011
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2011.00341.x
Subject(s) - psychology , vocabulary , learning disability , mathematics education , comprehension , science learning , science education , meta analysis , teaching method , developmental psychology , computer science , medicine , philosophy , linguistics , programming language
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.