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Acknowledgements
Concept Mapping / Graphic Organizer Research 
                                    Compiled by Janet Sturm, Ph.D.
Berkowitz, S. (1986). Effects of Instruction in Text Organization on Sixth-grade Students' Memory for Expository Reading. Reading Research Quarterly,21(2), 161-178.

Boothby, P., & Alvermann, D. (1984). A Classroom Training Study:  The Effects of Graphic Organizer Instruction on Fourth Graders' Comprehension. Reading World (May), 325-339.

Bos, C., & Anders, P. (1990). Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students. Learning Disability Quarterly, 13(Winter), 31-42.

Draheim, M. E. (December, 1983). Facilitating comprehension and written recall of exposition through DRTA instruction and conceptual mapping.  Paper presented at the annual meeting of the National Reading Conference, Austin, TX.

Draheim, M. (1986). Directed Reading-Thinking Activity, Conceptual Mapping, and Underlining:  Their Effects on Expository Text Recall in a Writing Task.

Englert, C. S., & Mariage, T. (1991). Making Students Partners in the Comprehension Process:  Organizing the Reading "POSSE". Learning Disability Quarterly, 14, 123-139.

Geva, E. (1983). Facilitating Reading Comprehension Through Flowcharting. Reading Research Quarterly, 18(4), 384-405.

Gordon, C., & Rennie, B. (1987). Restructuring Content Schemata:  An Intervention Study. Reading Research and Instruction, 26(3), 162-188.

Griffin, C., Simmons, D., & Kameenui, E. (1991). Investigating the Effectiveness of Graphic Organizer Instruction on the Comprehension and Recall of Science Content by Students with Learning Disabilities. Reading, Writing, and Learning Disabilities, 7, 355-376.

Guri-Rozenblit, S. (1988). Impact of Diagrams on Recalling Sequential Elements in Expository Texts. Reading Psychology:  An International Quarterly, 9, 121-139.

Hallenbeck, M. J. (1996). The Cognitive Strategy in Writing:  Welcome Relief for Adolescents with Learning Disabilities. Learning Disabilities Research & Practice, 11(2), 107-119.

Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluation of a Hierarchical Mapping Technique as an Aid to Prose Processing. Contemporary Educational Psychology, 4, 227-237.

Idol, L. (1987). Group Story Mapping:  A Comprehension Strategy for Both Skilled and Unskilled Readers. Journal of Learning Disabilities, 20(4), 196-205.

Idol, L., & Croll, V. J. (1987). Story-Mapping Training as a Means of Improving Reading Comprehension. Learning Disability Quarterly, 10(Summer), 214-229.

Kaminski, R. A., Lazar, M., & Bean, R. (1993). Students' Ability to Apply and Reflect on Organizational Structures Used in Composing.

Margosein, C., Pascarella, E., & Pflaum, S. (1982). The Effects of Instruction Using Semantic Mapping on Vocabulary and Comprehension. Journal of Early Adolescence, 2(2), 185-194.

Naveh-Benjamin, M., McKeachie, W. J., Lin, Y., & Tucker, D. G. (1986). Inferring Students' Cognitive Structures and Their Development Using the Ordered Tree Technique. Journal of Educational Psychology, 78(2), 130-140.

Prater, D., & Terry, C. A. (1988). Effects of Mapping Strategies on Reading Comprehension and Writing Performance. Reading Psychology:  An International Quarterly, 9, 101-120.

Reutzel, D. R. (1986). Investigating a Synthesized Comprehension Instructional Strategy:  The Cloze Story Map. Journal of Educational Research, 79(6), 343-349.

Robinson, D. H., & Kiewra, K. A. (1995).  Visual Argument:  Graphic Organizers Are Superior to Outlines in Improving Learning from Text.  Journal of Educational Psychology, 87(3), 455-467.

Ruddell, R. & Boyle, O. (1989).  A Study of Cognitive Mapping as a Means to Improve Summarization and Comprehension of Expository Text.  Reading Research and Instruction, 29(1), 12-22.

Schultz, M. M. (1986).  The Semantic Organizer:  A Prewriting Strategy for First Grade Students.  Unpublished doctoral dissertation, University of Connecticut, Storrs, CT.

Sinatra, R., Beaudry, J., Pizzo, J., & Geisert, G. (1994). Using a Computer-Based Semantic Mapping, Reading, and Writing Approach with At-Risk Fourth Graders.  Journal of Computing in Childhood Education, 5(1), 93-112.

Sinatra, R. C., Berg, D., & Dunn, R. (1985). Semantic Mapping Improves Reading Comprehension of Learning Disabled Students. TEACHING Exceptional Children, 17(4), 310-314.

Sinatra, R. C., Stahl-Gemake, J., & Berg, D. N. (1984). Improving Reading Comprehension of Disabled Readers Through Semantic Mapping. The Reading Teacher(October).

Weisberg, R., & Balajthy, E. (December, 1987).  Effects of training in constructing graphic organizers on disabled readers' summarization and recognition of expository text structure.  Paper presented at the annual meeting of the National Reading Conference, Clearwater, FL.

Weisberg, R. & Balajthy, E. (May/June, 1989).  Effects of topic familiarity and training in generative learning activities on poor readers' comprehension of comparison/contrast expository text.  Paper presented at the annual meeting of the International Reading Association, New Orleans, LA.

Weisberg, R., & Balajthy, E. (1990). Development of Disabled Readers' Metacomprehension Ability Through Summarization Training Using Expository Text: Results of Three Studies. Reading, Writing, and Learning Disabilities, 6, 117-136.

Wong, B. Y. L. (1997). Research on Genre-Specific Strategies for Enhancing Writing in Adolescents with Learning Disabilities. Learning Disability Quarterly, 20(Spring), 140-159.

Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching Low Achievers and Students with Learning Disabilities to Plan, Write, and Revise Opinion Essays. Journal of Learning Disabilities, 29(2), 197-212.

Wong, B. Y. L., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1997). Teaching Adolescents with Learning Disabilities and Low Achievers to Plan, Write, and Revise Compare-and-Contrast Essays. Learning Disabilities Research & Practice, 12(1), 2-15.

Zipprich, M. A. (1995). Teaching Web Making As a Guided Planning Tool to Improve Student Narrative Writing. Remedial and Special Education, 16(1), 3-15.

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