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BEP2 Task 2
Literature Review regarding Graphic Organizers and their use online

University
Western Governors University
Course
Research Questions and Literature (c225)
Uploaded by
Student
Heather Helgeson
Academic year2019/2020

C225 Task 1- Annotated Bibliography
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Research Questions and Literature Review
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Lit review - Task 2
La Toya Payton 001125021 C225 Task1

Research Questions and Literature Review – C225 Task 2
Research Topic

The research topic I have selected is the use of graphic organizers in fourth grade students’ writing. This school year I have several students who have struggled with writing anything longer than one or two sentences.
Research Problem

Teaching writing can be a struggle as it is a process that combines many different elements that can be extremely hard to integrate or even separate out the individual components. This process of writing is often relegated to the teaching of the basic skills such as sentences, and grammar and punctuation as those are all easier to teach and evaluate. Graphic organizers are used across academic subjects and disciplines, they can be used to focus students writing and also to improve the organization of the writing by a student. Graphic organizers can be extremely helpful for students who struggle with writing.
Literature Review
Introduction

The introduction of high stakes testing has had an effect on writing and its priority in the classroom. Every state in the US has increased the rigor of their high stakes testing with the introduction of the Common Core State Standards and writing does not seem to be a specific focus in the testing procedures. “An emphasis on standards and assessment has been part of increasing demands for accountability, and federal policies have shifted to prioritize reading

Research Questions and Literature Review – C225 Task 2

them, creating a writing product is a knowledge-telling process in which they instantly jot down anything that comes to mind. Each thought just prompts the next one” (Grünke et al., 2016, p. 226). Moats et al. states “Children with language learning difficulties that are not necessarily dialect-related are known to struggle with conceptual organization of a text, resorting often to ‘knowledge telling’ or writing whatever comes to mind” (2006).
Graphic Organizers

Graphic Organizers have many different purposes depending on the academic subject and the desired use of them. One powerful use of graphic organizers is to use it to preplan for writing. James et al. explained in their discussion of their study that “By using graphic organizers and individualized explicit instruction on clearly defined components of good writing, the instructor provided the concrete steps necessary to ensure success for all students” (2001, p. 36). Students should use graphic organizers to pre-plan their writing, helping to portray how the knowledge the student already has in an organized fashion. It is not the end product and it should not be graded as a writing project.

According to Grunke & Leonard-Zabel (2015), story maps have successfully been used to increase the planning portion of the writing process. Story maps are simple enough in execution as they ask the writer to list: characters, setting, beginning, middle and the end of the story but the teaching of those areas need explicit instruction. In one study by Grünke et al. peer tutors taught the process of story mapping to other students in partnership. The peer tutors

Research Questions and Literature Review – C225 Task 2

“promised their classmates that applying story mapping would result in better texts and thus, a sense of achievement” (Grünke et al., 2017, p. 174). Alber in giving advice in the use of graphic organizers, states that the graphic organizer is a tool for the writer and is not the end product. It is a the tool to get the student to write a narrative or even different kind of writing. Writing is the end product and the only way to build writing fluency is to write (2016).
Process Writing

Students will need instruction on how to use the graphic organizer and not just be handed that tool. That would be like handing a hammer to someone and expecting them to build a birdhouse or doghouse without instruction. Writing is a very difficult process for students to learn. There are so many different moving and changing pieces as a student composes. According to McQuitty, process writing gained popularity in the 1960’s and 1970’s after years and years of traditional skills instruction. That traditional skill instruction was the teaching of essay forms, grammar, spelling and punctuation. However, process writing is not just a single type of instruction but is ever evolving to the point that it is also beginning to include traditional skill instruction as well (2014, p-470).

There are many different ways to interpret the writing process. “Process writing engages students in phases of prewriting, drafting, revising, and editing, and often includes features such as student-selected writing topics, writing for authentic purposes and teacher-student and peer conferences.” (McQuitty, 2014, p. 468) However, Grünke et al., states the processes in a

Research Questions and Literature Review – C225 Task 2

students struggle with one or more foundational skills, they have less working memory in which to use the higher order competencies (Gonzalez-Ledo et al., 2015, p. 30; Grünke et al., 2017, p. 168; James et al., 2001, p; Moats et al., 2006, p. 367). Graphic organizers can help reduce the cognitive load as they are able to assist with planning.

Research Questions and Literature Review – C225 Task 2
Going Digital

Students need to be able to write both hand-written and digital texts (Hutchison et al., 2016, p. 436). At this time of teaching during COVID – 19, teachers and students are in uncharted territory when the entire nation goes to remote learning and most of that is occurring digitally. Forbes describes digital learning as a broad topic that covers “learning about, with and through digital technologies, incorporating shifts from basic digital literacy to fluency, and on to capability (2018). Hutchinson states that schools and teachers need to understand how to integrate literacy into a digital world that students will need to be literate now and in the future as the world continues to move more toward digital integration (2016, p. 436). Students are no longer working at desks in the classroom with pencil and paper in front of them. Instead both the student and the teacher are working through digital media either synchronously or asynchronously. This is not a bad thing as state and national standards move the world closer to being literate in a digital world. “However, technology use starts well before teenage years, according to the Common Core State Standards, digital skills should be built in the elementary grades” (Hutchison et al., 2016, p. 436).

Students experience the writing process in a digital manner. “Digital technology provides increasingly unique and versatile opportunities and contexts for reading, writing, and communicating” (Hutchison et al., 2016, p. 435). McQuitty suggests that there are many characteristics that impact the effectiveness of computer use when teaching the writing process to students. Some students wrote longer and made more revisions when using the computer

Research Questions and Literature Review – C225 Task 2
Purpose Statement

The purpose of this study is to determine the impact of the use of graphic organizers on reluctant or struggling writers in comparison to on grade level writers when taught through a digital platform.
Open-Ended Research Questions

What is the impact of using a graphic organizer as part of the prewriting or planning stage of the writing process on reluctant fourth grade writers in comparison to their non-reluctant peers?
What is the impact of digital teaching in the teaching the writing process of using a graphic organizer to fourth grade students?

JustificationA research study based on these questions would be most effective if done as action research in

a qualitative manner. For the first question, a researcher would be gathering data based on students’ writing but also by observing the students. The researcher would most likely be using observations of the writing process of the students. They could also collect information from the students on how they feel the writing process went and if they thought it made a difference in their writing. In the second questions the researcher would be looking at data such as how the teacher and the students felt the impact of the method of teaching made a difference.

Research Questions and Literature Review – C225 Task 2
References

Alber, R. (2016, October 13). Using graphic organizers correctly. Retrieved April 25, 2020, from edutopia/blog/using-graphic-organizers-correctly-rebecca-alber Forbes, D. (2018). Editorial: An issue of terminology: What is digital learning anyways? Waikato Journal of Education , 23 (2), 1–3. Gonzalez, J. (2018, September 20). The great and powerful graphic organizer. Retrieved from cultofpedagogy/graphic-organizer/ Gonzalez-Ledo, M., Barbetta, P. M., & Unzueta, C. H. (2015). The effects of computer graphic organizers on the narrative writing of elementary school students with specific learning disabilities. Journal of Special Education Technology, 30 (1), 29. Grünke, M., Janning, A. M., & Sperling, M. (2016). The effects of a peer-tutoring intervention on the text troduction of students with learning and speech problems: A case report. Learning Disabilities — A Contemporary Journal, 14 (2), 225–235. Grünke, M., & Leonard-Zabel, A. M. (2015). How to support struggling writers: What the research stipulates. International Journal of Special Education, 30 (3), 137–149. Grünke, M., Wilbert, J., Tsiriotakis, I. K., & Agirregoikoa, A. L. (2017). Improving the length and quality of texts written by fourth graders with learning disabilities through a peer- tutoring graphic organizing strategy. Insights into Learning Disabilities, 14 (2), 167–188.

Research Questions and Literature Review – C225 Task 2

McCarthey, S., & Ro, Y. S. (2011). Approaches to writing instruction. Pedagogies, 6 (4), 273–295. doi/10.1080/1554480X.2011. McQuitty, V. (2014). Process-oriented writing instruction in elementary classrooms. Writing & Pedagogy, 6 (3), 467–495. doi/10.1558/wap.v6i3. Moats, L., Foorman, B., & Taylor, P. (2006). How quality of writing instruction impacts high-risk fourth graders’ writing. Reading & Writing, 19 (4), 363. State of Alaska. (2012). English Language Arts Standards Grade 4. Retrieved from education.alaska/standards/english-language-arts State of Alaska. (2012). English Language Arts Standards with Learning Targets Grade 4. Retrieved from education.alaska/standards/english-language-arts
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2
Research Questions and Literature Review – C225 Task 2
Research Topic
The research topic I have selected is the use of graphic organizers in fourth grade students’
writing. This school year I have several students who have struggled with writing anything
longer than one or two sentences.
Research Problem
Teaching writing can be a struggle as it is a process that combines many different elements that
can be extremely hard to integrate or even separate out the individual components. This
process of writing is often relegated to the teaching of the basic skills such as sentences, and
grammar and punctuation as those are all easier to teach and evaluate. Graphic organizers are
used across academic subjects and disciplines, they can be used to focus students writing and
also to improve the organization of the writing by a student. Graphic organizers can be
extremely helpful for students who struggle with writing.
Literature Review
Introduction
The introduction of high stakes testing has had an effect on writing and its priority in the
classroom. Every state in the US has increased the rigor of their high stakes testing with the
introduction of the Common Core State Standards and writing does not seem to be a specific
focus in the testing procedures. “An emphasis on standards and assessment has been part of
increasing demands for accountability, and federal policies have shifted to prioritize reading and
3
Research Questions and Literature Review – C225 Task 2
math over writing” (McCarthey, & Ro, 2011, p. 277). Even though the students are expected be
able to write to answer many of the reading and mathematics questions (Hunzicker et al.,
2014). When examining the shifts for Alaska Language Arts/ Literacy standards, they combine
reading and writing but do not specifically state writing. In fact, the reading standards
significantly outweigh the writing standards for the students. I think, this has been to the
detriment of teaching writing skills especially since students often have to write answers for
both reading and mathematics questions in high stakes testing.
Writing is used in all academic areas and beyond. “Thus academic success not only depends on
solid content knowledge or reasoning skills, but also depends heavily on the ability to
effectively put one’s thoughts and ideas on paper.” (Grünke et al., 2016, p. 225) Students should
be able to write well, not only in writing classes, but also in their other subjects as those writing
skills will take them into the world affecting their social status either directly or indirectly. It can
affect the achievements a student may make. (Kansızoğlu, 2017 p. 155) But as Grünke et al.
states, becoming a skillful writer can be difficult. (2017, p. 168)
The use of graphic organizers with a solid understanding of the writing process could make a
difference for a struggling writer. Simply put, the graphic organizer allows the struggling writer
to preplan their writing. Often times struggling writers will just word vomit whatever is in their
minds and write that down as their writing. “Compared to average performers, these students
spend very little time thinking about the content of the text they are about to compose. For
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Research Questions and Literature Review – C225 Task 2
them, creating a writing product is a knowledge-telling process in which they instantly jot down
anything that comes to mind. Each thought just prompts the next one” (Grünke et al., 2016, p.
226). Moats et al. states “Children with language learning difficulties that are not necessarily
dialect-related are known to struggle with conceptual organization of a text, resorting often to
‘knowledge telling’ or writing whatever comes to mind” (2006).
Graphic Organizers
Graphic Organizers have many different purposes depending on the academic subject and the
desired use of them. One powerful use of graphic organizers is to use it to preplan for writing.
James et al. explained in their discussion of their study that “By using graphic organizers and
individualized explicit instruction on clearly defined components of good writing, the instructor
provided the concrete steps necessary to ensure success for all students” (2001, p. 36).
Students should use graphic organizers to pre-plan their writing, helping to portray how the
knowledge the student already has in an organized fashion. It is not the end product and it
should not be graded as a writing project.
According to Grunke & Leonard-Zabel (2015), story maps have successfully been used to
increase the planning portion of the writing process. Story maps are simple enough in execution
as they ask the writer to list: characters, setting, beginning, middle and the end of the story but
the teaching of those areas need explicit instruction. In one study by Grünke et al. peer tutors
taught the process of story mapping to other students in partnership. The peer tutors
5
Research Questions and Literature Review – C225 Task 2
“promised their classmates that applying story mapping would result in better texts and thus, a
sense of achievement” (Grünke et al., 2017, p. 174). Alber in giving advice in the use of graphic
organizers, states that the graphic organizer is a tool for the writer and is not the end product. It
is a the tool to get the student to write a narrative or even different kind of writing. Writing is
the end product and the only way to build writing fluency is to write (2016).
Process Writing
Students will need instruction on how to use the graphic organizer and not just be handed that
tool. That would be like handing a hammer to someone and expecting them to build a
birdhouse or doghouse without instruction. Writing is a very difficult process for students to
learn. There are so many different moving and changing pieces as a student composes.
According to McQuitty, process writing gained popularity in the 1960’s and 1970’s after years
and years of traditional skills instruction. That traditional skill instruction was the teaching of
essay forms, grammar, spelling and punctuation. However, process writing is not just a single
type of instruction but is ever evolving to the point that it is also beginning to include traditional
skill instruction as well (2014, p.469-470).
There are many different ways to interpret the writing process. “Process writing engages
students in phases of prewriting, drafting, revising, and editing, and often includes features such
as student-selected writing topics, writing for authentic purposes and teacher-student and peer
conferences.” (McQuitty, 2014, p. 468) However, Grünke et al., states the processes in a similar
6
Research Questions and Literature Review – C225 Task 2
manner of three core processes: planning, translating and revising (2017, p. 168). And Limpo et
al. explains it as “Text generation is the transformation of ideas into language representations in
the working memory. Transcription is the transformation of those representation into written
language which includes the low-level skills of spelling and handwriting” (2014, p.178). Good
writers use the process simultaneously for example planning occurs before and during
translation. The function of planning in writing is to generate the content that the writer would
like to share. (Limpo et al., 2014 p. 178, Moats et al., 2006, p.366) No matter which theory listed
above, they all start with a prewriting or planning activity. And the most advanced form of that,
according to Limpo et al., are outlines and graphic organizers (2014, p. 178). Researchers are
beginning to take interest in this area as well especially with students who have a learning
disability in this area (Grünke et al., 2017, p. 170).
Struggling Writers
Struggling writers can often be identified by the lack of writing on their papers. They may stare
at a paper for an extended time or they may finish very quickly and then refuse to go back
because they are done. Grünke et al. describe this a cognitive overload due to preforming
multiple activities concurrently. “Human cognitive architecture is composed of working short-
term memory and long-term memory, in which all conscious cognitive processing occurs;
moreover, cognitive load has been recognized as being closely related to the demand of working
memory resources during the learning process” (Hui, 2012, p. 333). Writing requires many
foundational level skills, handwriting, spelling, word choice, and punctuation. When students
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Research Questions and Literature Review – C225 Task 2
struggle with one or more foundational skills, they have less working memory in which to use
the higher order competencies (Gonzalez-Ledo et al., 2015, p. 30; Grünke et al., 2017, p. 168;
James et al., 2001, p.31; Moats et al., 2006, p. 367). Graphic organizers can help reduce the
cognitive load as they are able to assist with planning.
8
Research Questions and Literature Review – C225 Task 2
Going Digital
Students need to be able to write both hand-written and digital texts (Hutchison et al., 2016, p.
436). At this time of teaching during COVID – 19, teachers and students are in uncharted
territory when the entire nation goes to remote learning and most of that is occurring digitally.
Forbes describes digital learning as a broad topic that covers “learning about, with and through
digital technologies, incorporating shifts from basic digital literacy to fluency, and on to
capability (2018). Hutchinson states that schools and teachers need to understand how to
integrate literacy into a digital world that students will need to be literate now and in the future
as the world continues to move more toward digital integration (2016, p. 436). Students are no
longer working at desks in the classroom with pencil and paper in front of them. Instead both
the student and the teacher are working through digital media either synchronously or
asynchronously. This is not a bad thing as state and national standards move the world closer to
being literate in a digital world. “However, technology use starts well before teenage years,
according to the Common Core State Standards, digital skills should be built in the elementary
grades” (Hutchison et al., 2016, p. 436).
Students experience the writing process in a digital manner. “Digital technology provides
increasingly unique and versatile opportunities and contexts for reading, writing, and
communicating” (Hutchison et al., 2016, p. 435). McQuitty suggests that there are many
characteristics that impact the effectiveness of computer use when teaching the writing process
to students. Some students wrote longer and made more revisions when using the computer
9
Research Questions and Literature Review – C225 Task 2
but another age group was more effective when writing by hand. But most often the students
did not use graphic organizers when composing on the computer, but they usually did while
composing by hand. Thus leading to the idea that more research is needed to discover if there is
a different type of learner that would benefit from computer based composing and under what
circumstances such would best occur (2014, p.481).
Conclusion
Graphic organizers should make a difference when used to teach part of the writing process.
The graphic organizer is mostly used in the planning or prewriting stage of the writing process.
Using this tool should reduce the cognitive load on the student as they are beginning the writing
process. Which should lead to a better writing piece. Due to the circumstance, students need to
also work online or through a digital media as teachers and students cannot meet face to face.
There is a lack of use of graphic organizers through digital writing. Students will need to
compose and write digitally as the world moves forward. Many students have no experience in
planning or preparing for the high stakes testing on a computer. My fourth graders have not
spent any time working on planning and composing using a computer for the entire writing
process yet that is what is expected of them as they are tested every year to see if they have
made adequate growth. There are studies about the use of graphic organizers, there are studies
about students composing writing on computers, but there are few if any studies about
students completing the writing process from beginning to end on a computer.
10
Research Questions and Literature Review – C225 Task 2
Purpose Statement
The purpose of this study is to determine the impact of the use of graphic organizers on
reluctant or struggling writers in comparison to on grade level writers when taught through a
digital platform.
Open-Ended Research Questions

What is the impact of using a graphic organizer as part of the prewriting or planning
stage of the writing process on reluctant fourth grade writers in comparison to their
non-reluctant peers?
What is the impact of digital teaching in the teaching the writing process of using a
graphic organizer to fourth grade students?
Justification
A research study based on these questions would be most effective if done as action research in
a qualitative manner. For the first question, a researcher would be gathering data based on
students’ writing but also by observing the students. The researcher would most likely be using
observations of the writing process of the students. They could also collect information from
the students on how they feel the writing process went and if they thought it made a difference
in their writing. In the second questions the researcher would be looking at data such as how
the teacher and the students felt the impact of the method of teaching made a difference.
11
Research Questions and Literature Review – C225 Task 2
References
Alber, R. (2016, October 13). Using graphic organizers correctly. Retrieved April 25, 2020, from
https://www.edutopia.org/blog/using-graphic-organizers-correctly-rebecca-alber
Forbes, D. (2018). Editorial: An issue of terminology: What is digital learning anyways? Waikato
Journal of Education , 23(2), 1–3.
Gonzalez, J. (2018, September 20). The great and powerful graphic organizer. Retrieved from
https://www.cultofpedagogy.com/graphic-organizer/
Gonzalez-Ledo, M., Barbetta, P. M., & Unzueta, C. H. (2015). The effects of computer graphic
organizers on the narrative writing of elementary school students with specific learning
disabilities. Journal of Special Education Technology, 30(1), 29.
Grünke, M., Janning, A. M., & Sperling, M. (2016). The effects of a peer-tutoring intervention on
the text troduction of students with learning and speech problems: A case report.
Learning Disabilities — A Contemporary Journal, 14(2), 225–235.
Grünke, M., & Leonard-Zabel, A. M. (2015). How to support struggling writers: What the
research stipulates. International Journal of Special Education, 30(3), 137–149.
Grünke, M., Wilbert, J., Tsiriotakis, I. K., & Agirregoikoa, A. L. (2017). Improving the length and
quality of texts written by fourth graders with learning disabilities through a peer-
tutoring graphic organizing strategy. Insights into Learning Disabilities, 14(2), 167–188.
12
Research Questions and Literature Review – C225 Task 2
Hui Chun Chu. (2014). Potential negative effects of mobile learning on students’ learning
achievement and cognitive load–A format assessment perspective. Journal of
Educational Technology & Society, 17(1), 332–344.
https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=94937822&authtype=sso&custid=ns017578&site=eds-
live&scope=site
Hunzicker, J., Arquette, C., & Quinzio-Zafran, A. (2014). Improving writing instruction in second
and third grade classrooms. Writing & Pedagogy, 6(3), 497.
Hutchison, A. C., Woodward, L., & Colwell, J. (2016). What are preadolescent readers doing
online? An Examination of upper elementary students’ reading writing and
communication in digital spaces. Reading Research Quarterly, 51(4), 435–454.
James, L. A., Abbott, M., & Greenwood, C. R. (2001). How Adam became a writer: winning
writing strategies for low-achieving students. TEACHING Exceptional Children, 33(3), 30–
Kansızoğlu, H. B. (2017). The effect of graphic organizers on language teaching and learning
areas: A meta-analysis study. Education & Science / Egitim ve Bilim, 42(191), 139.
Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of
planning and revising and their contribution to writing quality. British Journal of
Educational Psychology, 84(2), 177–193. https://doi.org/10.1111/bjep.12020
13
Research Questions and Literature Review – C225 Task 2
McCarthey, S., & Ro, Y. S. (2011). Approaches to writing instruction. Pedagogies, 6(4), 273–295.
https://doi.org/10.1080/1554480X.2011.604902
McQuitty, V. (2014). Process-oriented writing instruction in elementary classrooms. Writing &
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