The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms

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dc.contributor.advisor Gillespie, Cindy S. en_US
dc.contributor.author Cheng, Tzung-Yu en_US
dc.date.accessioned 2011-06-03T19:24:08Z
dc.date.available 2011-06-03T19:24:08Z
dc.date.created 1993 en_US
dc.date.issued 1993
dc.identifier LD2489.Z64 1993 .C54 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175506
dc.description.abstract The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers.Two practice passages were first used to familiarize the subjects with how graphic organizers were utilized in instruction before reading on experimental passage. The dependent measure, 45 multiple-choice questions based on the experimental passage, was administered twice: the next day after the instructional sessions were concluded and again seven days later.The principal analysis to test the three null hypotheses was a 2 x 4 x 2 ANOVA with repeated measures on the last factor corresponding to the two administrations of the test. Two follow-up analyses of variance (ANOVAs) were used to test for differences in treatment condition sepa-rately for above-average readers and below-average readers, using the average of the immediate and the seven-day delayed tests. One Scheffe test was applied to find the location of significant differences among the four treatment conditions for above-average readers. Finally, four follow-up t-tests were used to test for differences in reading level at each of the four treatment levels.Three conclusions were drawn from the statistical analyses of the data: 1) graphic organizers had a significant effect on comprehension and retention only when above-average readers were required to process the organizers during reading; 2) graphic organizers did not produce significantly better comprehension and recall performance of below-average readers; and 3) the effect of graphic organizers was equal to that of the traditional Chinese social studies method in maintaining comprehension and recall for both above-average readers and below-average readers over a one-week delay. en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent x, 251 leaves : maps ; 28 cm. en_US
dc.language.iso engchi chi en_US
dc.source Virtual Press en_US
dc.subject.lcsh Reading (Elementary) -- Taiwan. en_US
dc.subject.lcsh Content area reading. en_US
dc.subject.lcsh Chinese language -- Study and teaching. en_US
dc.subject.lcsh Association of ideas -- Graphic methods. en_US
dc.subject.lcsh Cognitive learning. en_US
dc.title The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/897466 en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1837684


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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