Abstract
Working with graphical summaries is promising to assist students' text-based learning and to provide teachers with an assessment method for students' text processing skills. This study investigates students' development in graphical summary products and ongoing summarization processes during a ten-week instructional intervention. Further, an in-depth exploration of students' graphical summary construction is provided. Two experimental conditions (working with either researcher-provided or student-generated mind maps) and one control condition were compared, involving 18 fifth and sixth graders. Data were analyzed from a product- and process-oriented perspective. Results indicate that experimental condition students make qualitatively better graphical summaries than control condition students after the intervention. Little development was found in time spent on pre-writing (i.e., planning their graphical summary) and post-writing (i.e., revising their graphical summary), indicating students' lack of metacognitive processes guiding their summary construction. The in-depth exploration of students' construction phase revealed three less effective and two more effective elaboration approaches. These results can inform the future design of strategy instructions incorporating graphical summaries and teachers' assessment practices.
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