The Effects of Graphic Organizers and Content Familiarity on Second Graders' Comprehension of Cause/Effect Text

Abstract

The Effects of Graphic Organizers and Content Familiarity on Second Graders’ Comprehension of Cause/Effect Text Anne Elizabeth Snyder The ability to comprehend expository text is vital for academic and professional success; however, many students struggle with this genre. While it has been found that text structure-based graphic organizers (GOs) may assist older students in comprehending expository text, it is uncertain whether this type of scaffold is effective for primary-grade students. The aim of this study was to investigate the effects of graphic organizers, level of text structure complexity, and content familiarity on second grade students’ comprehension, recall, and sensitivity to cause/effect text structure. A mixed-factorial posttest-only design was utilized, with two between-subjects factors (graphic organizers and level of cause/effect structure complexity) and one within-subjects factor (content familiarity). Eighty second-grade students from two elementary schools were asked to read four cause/effect passages with familiar content (i.e. concerning objects and events that students encounter in their everyday lives) and four cause/effect passages with unfamiliar science content. Students were randomly assigned to either a graphic organizer condition or a control condition. Students in the graphic organizer condition read a cause/effect graphic organizer after reading each passage, while students in the control condition re-read the passage. Half of the students read passages with a one cause-one effect text structure and half read passages with a more complex one cause-multiple effects structure. Text structure comprehension, recall, and sensitivity were measured via student performance on three tasks. In the first task, students answered questions designed to assess structural awareness and comprehension. The proportions of structure questions answered correctly were calculated for