students construct each component of their writing.
James et al. concluded that graphic organizers
combined with six-trait writing can help students
become successful writers.
sample was chosen purposively for the study because
the researcher was the teacher of this classroom of 16
students. This type of sample is being used to help the
researcher improve instruction in her classroom.
Research Design
This research study utilized archival data
collected and analyzed by the researcher from her
own classroom to improve reading and writing
practice through the use of graphic organizers
combined with cooperative learning. In particular, as
a part of regular classroom instruction during the
second semester, instruction focused on using graphic
organizers combined with cooperative learning groups
of mixed academic ability during daily classroom
writing time.
During the first week of the second semester,
students worked in their groups to discuss the rubric
and graphic organizers they were using for their
writing. From the second week through the end of the
study, as a part of regular classroom instruction,
students spent day one of each week working on the
graphic organizer with their group and talking about
the writing project. Day two of each week was spent
working individually on their draft of the project.
Days three and four of each week was spent working
in their groups using graphic organizers and the rubric
to edit and revise their writing. On day five of each
week students worked on publishing their writing and
reading their writing to their group. This archival
data was analyzed for this study. In addition to
working in their groups, each student was given two
individual benchmark writing assignments as a part of
regular classroom instruction using a graphic
organizer to determine individual success. After eight
weeks, as a part of regular classroom instruction,
students filled out a questionnaire to determine their
perspectives on cooperative leaning and graphic
organizers.
Instrumentation
An attitude survey adapted from The
Elementary Reading Attitude Survey (McKenna &
Kear, 1990) was given to the students at the
beginning and end of this study as a part of the regular
classroom instruction. This survey was adapted by
changing the questions from reading questions to
questions about graphic organizers and cooperative
learning. The Garfield images from the Elementary
Reading Attitude Survey were used unchanged in the
adapted version (McKenna & Kear). This survey
consisted of six questions that relate to using graphic
organizers combined with cooperative learning to
determine the students’ attitudes about using graphic
organizers and cooperative learning to activate their
prior knowledge and assist their writing skills. The
survey was constructed using a four-point scale of
strongly agree, agree, disagree, and strongly disagree.
In order for the students to complete this survey
correctly, the survey was read to the students by the
teacher. Archival data in the form of graphic
organizers and students’ writing was analyzed to look
for students’ progress throughout the study. As a part
of regular classroom instruction, students’ writing
was kept in their writers’ notebook each week unless
it was displayed in the hallway. Archival data was
collected and analyzed from observations that were in
the form of field notes kept as a part of regular
classroom instruction. As a part of regular classroom
instruction, field notes were jotted down on antidotal
record sheets while the teacher worked with and
observed the cooperative groups during writing time
each day.
Part