The Effects of Graphic Organizer Instruction on Multiple Choice Assessments for Remedial Secondary Readers Reading Nonfiction Texts

J. Brian Domski

Abstract

Adding to the body of research supporting graphic organizer instruction in a variety of classroom settings, a study was conducted to determine the effectiveness of graphic organizer instruction with a group of remedial secondary students in a class specifically designed to improve reading skills as shown through a variety of standardized, multiple-choice assessments. In the study, a group of remedial secondary students read nonfiction texts and took multiple-choice quizzes. Each week, one half of the students in the group alternated using graphic organizers to record main ideas and important details from the text, prior to taking the quiz. The group that used the graphic organizers continually performed better on the quizzes, showing that graphic organizer instruction is an effective intervention with this population of students.