References: Graphic Organizer

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References

Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34(2), 189-208.

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Luckner, J., Bowen, S., & Carter, K. (2001). Visual teaching strategies for students who are deaf or hard of hearing. Teaching Exceptional Children, 33(3), 38-44.

Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.

Graphic organizers allow teachers to omit extraneous information while emphasizing important concepts and demonstrating their connection to each other. This visual representation of information is easier for students to remember than extended text (Bromley et al., 1995; Dye, 2000). Most important, the use of graphic organizers allows students to be actively involved in the processes of listening, speaking, signing, reading, writing, and thinking. Luckner, J., Bowen, S., & Carter, K. (2001).