A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom

Autor/inn/en	Dexter, Douglas D.; Park, Youn J.; Hughes, Charles A.
Titel	A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom
Quelle	In: Learning Disabilities Research & Practice, 26 (2011) 4, S.204-213 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2011.00341.x
Schlagwörter	Learning Disabilities; Multiple Choice Tests; Effect Size; Vocabulary Development; Science Instruction; Instructional Materials; Meta Analysis; Secondary School Students; Teaching Methods; Intermediate Grades; Adolescents; Secondary School Science; Scientific Concepts + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Meta-analysis; Metaanalyse; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Mittelstufe; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10