Return to Graphic Organizers strategy page.
Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34(2), 189-208.
Bruce Taylor, D., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25(2-3), 205-220.
Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.
Escobedo, J. (2012). Graphic organizers for retention of basic math concepts for adults. [Unpublished master's thesis] California State University, Sacramento.
Hall, T., & Strangman, N. (2002). Graphic organizers. National Center on Accessing the General Curriculum. Retrieved from https://www.northernhighlands.org/cms/lib5/nj01000179/centricity/domain/18/graphic_organizers_2008.pdf
Helms, K. T., & Libertz, D. (2014). When service members with traumatic brain injury become students: Methods to advance learning. Adult Learning, 25(1), 11-19.
MacArthur, C. A., & Lembo, L. (2009). Strategy instruction in writing for adult literacy learners. Reading and Writing, 22(9), 1021-1039.
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
Parrish, B., & Johnson, K. (2010). Promoting learner transitions to postsecondary education and work: Developing academic readiness skills from the beginning. Center for Applied Linguistics. Retrieved from_ www. cal. org/caelanetwork/resources/transitions. html_, 5(26), 12.
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111.
Roozbeh, E., Rostami Abousaidi, A. A., & Karbalaei, A. (2016). The role of schema-theory based on background knowledge and graphic organizer on enhancing EFL learners' listening comprehension. Journal of Advances in English Language Teaching, 4(6), 82-94.
Singleton, S. M., & Filce, H. G. (2015). Graphic organizers for secondary students with learning disabilities. Teaching Exceptional Children, 48(2), 110-117.
Zimmerman, B. J., & Risemberg, R. (1994). Investigating self-regulatory processes and perceptions of self-efficacy in writing by college students. Student Motivation, Cognition, and Learning, 239-256.
Generating summary page