Supporting Multiple-Text Comprehension and Integration From Collaborative Graphic Organizer

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Teaching and Learning Research: Instructional Design, Professional Development, and Multimodal Student Interaction (Table 12)

Abstract

This study examined the effects of graphic organizers (GO) and collaborative discussions (CD) on students’ multiple-text comprehension and integration. A five-week intervention was conducted with 147 ninth-grade students divided into three groups: Control, GO, and GO+CD. The GO group used graphic organizers individually, while the GO+CD group used them collaboratively. Results from comprehension and integration tasks revealed that both GO groups significantly outperformed the control group. However, the GO group excelled in comprehension, while the GO+CD group achieved higher integration scores, suggesting that instructional approaches influence outcomes differently. These findings highlight the value of interventions in multiple-text reading and underscore the importance of aligning instructional strategies with specific reading goals.

Author

• SeongYeup Kim, Pennsylvania State University