Map of Reading Comprehension by School District
Reading Comprehension
In this section on reading comprehension you lot volition discover a wide assortment of documents and resource including doctoral dissertations on Thinking Maps®, chapters from professional person books on visual tools, and video clips from the classroom and interviews. These documents come from around the world!
Educatee Successes With Thinking Maps®
David Hyerle and Larry Alper coeditors Corwin Press, 2d Edition, January 2011, Thousand Oaks, California
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Chapter 6: Maps for the Road to Reading Comprehension: Bridging Reading Text Structures to Writing Prompts
Thomasina DePinto Piercy, Ph.D. and David Hyerle, Ed.D.
'While I am reading, my listen adds to my Thinking Maps all by itself, and suddenly I know more than than I knew'. Kickoff Grade Student
The discussion amongst Ms. Smith and her students is within attain of any school, replicable, and may refine and even reframe reading and writing teaching, and even offer a new direction for cognitive science research. This teacher had brought students to such a high level of fluency with thinking maps that they could brainstorm to identify text patterns on their own. They were able to utilize cardinal thinking skills vocabulary (describing, compare, causes, etc.) and corresponding cognitive maps (bubble, double bubble, multi-flow, etc.) and had the metacognitive awareness of being able to explicitly transfer these processes and tools to reading comprehension through identifying text structures. They were and so able to return to their seats with blank sheets of newspaper and, with varying results, choose a thinking map and expand their thinking. They later went on to write about the story using the maps they had chosen to organize their ideas.
Here is the video from the classroom dialogue included in the chapter as students independently and fluently employ all of the Thinking Maps (six year olds!).
The lead author of this chapter, Thomasina DePinto Piercy , Ph.D. and principal/head of the school is interviewed here past co-author David Hyerle Ed.D. and they go into a deeper discussion of reading using Thinking Maps and the change process.
The Event of Thinking Maps® on the Reading Accomplishment of Middle Schoolhouse Students: An Ex Post Facto Causal Comparative Report
By Karen Ogden Woodford, Liberty University, Lynchburg, Virginia, United States. 2015
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... the predominately socio-economically disadvantaged ... showed a significant gain in this subgroups' scores over three years. School leaders must be committed to ensuring fidelity of the plan and classroom apply in a consistent way. Thinking Maps® is a program that must have the buy in of the educators ... in order for it to exist effective. Administrators should meet with leadership teams and professional person learning communities to ensure they are on board with this school-broad program from initial implementation.... The terminal implication is that different approaches may work ameliorate for dissimilar groups of students and that a "ane size fits all" approach may not be beneficial to schools looking to better. It is evident in past enquiry done at the elementary level (Edwards, 2011; Hickie, 2006; Leary, 1999; Russell, 2010) that Thinking Maps® can exist a tool to heave educatee achievement.
The Effects of Thinking Maps on Reading Scores of Traditional and Nontraditional College Students
By Marjann Kalehoff Ball, University of Southern Mississippi, Mississippi, United States. 1998
"Since I began using Thinking Maps vii years ago, my observations, testimonials from students, and my doctoral research have confirmed that my search for a vehicle to transfer and integrate thinking skills in all areas is over. My research confirmed what my experience showed: a highly pregnant correlation between the use of Thinking Maps and improved reading comprehension scores of my students....
View this video of one of Marjann Ball's college level students who discusses how Thinking Maps helped amend her capacities to larn leading to higher test scores, simply too influenced how she solved problems in her day to day life.
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"At the end of every semester I have students evaluate the course. Over the past 3 years (ix classes), between 85% to 90% of the students identified Thinking Maps equally the almost helpful tools for learning and transfer beyond their other classes.
Some of my students also elaborated with comments virtually the Thinking Maps, such as:
"Thinking Maps are the best strategy I take ever used to organize and help me call up data"
"The Thinking Maps allow me to encounter what I'thousand thinking and then reflect on what I thought"
"Why didn't we larn these in elementary school? Or on the job?"
"May I take these dwelling to my children?"
Utilizing Thinking Maps® to Promote Reading Comprehension and Motivation to Read in Urban Simple School Males. (Detroit, Michigan)
By Patricia A. Edwards, Doctoral Candidate, Oakland University. Rochester, Michigan, United States. 2011
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The overall purpose of this mixed method enquiry blueprint was to examine whether teachers in a big urban Midwestern commune used Thinking Maps® (Appendix A) with students in uncomplicated schoolhouse general didactics and special education classrooms. In addition, this study examined the utilise of Thinking Maps® with boys in three elementary classrooms: one-second grade, 1 fourth grade, and one classroom for the learning disabled. Students' attitudes and comprehension toward reading with respect to the district'south core reading program and literature read-alouds was the focus. Utilizing Thinking Maps® yielded important information about strategies to promote reading comprehension and motivation to read in urban unproblematic school males
Heed the Map: How Thinking Maps Affect Student Achievement
By Daniel Long, St.Francis Elementary and Dr. David Carlson, Arizona Country Academy, United states. 2011
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In determination (from this Activeness Research Study), Thinking Maps make an fantabulous addition to any classroom because they teach students to call back critically well-nigh subjects and form connections between subject disciplines. By watching their thoughts unfold in front of them, they will be ameliorate equipped to make curricular connections and develop deeper knowledge and understanding of concepts. Since Thinking Maps tin can be utilized across all grade levels and content areas, they are an invaluable resources for teachers.
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Field Guide to Using Visual Tools (ASCD; 2000)
By David Hyerle, Ed.D.
Chapter 6 : Thinking Maps® for Reading Minds
This chapter from the ASCD volume "A Field Guide to Using Visual Tools" past David Hyerle gives educators a comprehensive agreement about how Thinking Maps® are used from early literacy up through loftier schoolhouse and college level for reading comprehension. Research on readingcomprehension is presented along with specific classroom examples developed by teachers to show how the basics of reading are facilitated along with higher order analysis of texts from across disciplines.
Mind to an early years teacher discuss the use of Thinking Maps for literacy evolution beginning with phonemic awareness. What is the difference between the letters "n" and "thou" ?
The Relationship Between Thinking Maps® and Florida Comprehensive Assessment Test® Reading and Mathematics Scores in 2 Urban Centre Schools
By Ana Delgado Diaz, University of Central Florida, Orlando, United states of america. 2010
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Statistical assay did not result in significant differences in the use of Thinking Maps® as measured past FCAT but there were percentage differences that may indicate educational significance for Hispanic, economically disadvantaged and English language learners in FCAT Reading and for white, black and students with disabilities in FCAT Mathematics. Results of this report should not discourage the implementation of Thinking Maps® instruction as visual tools for learning. FCAT may non be an appropriate musical instrument to mensurate if an instructional visual tool such as Thinking Maps® makes a departure in student achievement. A amend measurement tool would be for teachers to develop rubrics that tin be used to assess educatee generated Thinking Maps® or employ rubrics provided in the Thinking Maps ®: A Language for Learning (Hyerle & Yeager, 2007) grooming manual.
The Affect of Thinking Maps Instruction on Tourism and Hotels Students' Reading Comprehension
By Dr. Taher Mohammad Al-Hadi, Suez Canal University, Egypt. 2009
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The current enquiry aimed primarily to investigate the impact of Thinking Maps instruction on expository texts reading comprehension of Tourism & Hotels EFL sophomore students, Suez Canal University, N = 60 (exper. group = 30, control group = 30).
The experimental / mapping grouping was explicitly taught expository reading materials using Thinking Maps-based instructional strategy. Information technology comprised 5 Thinking Maps – the circle map, the chimera map, the tree map, the flow map, the multi-flow map - that correspond with and were thought to develop some reading comprehension skills: identifying the main ideas, deriving facts and details, giving characteristics, understanding sequencing, and identifying causes and effects.
Data were collected by two tools administered: Thinking Maps Sensation (TMA) test and Reading Comprehension (RC) exam. Having had the data analyzed statistically, results revealed that there were significant hateful differences between the mapping group and the not mapping group in favor of the first.
This stresses that Thinking Maps instruction had a positive direct impact on raising the mapping group's awareness of Thinking Maps as well every bit on developing their reading comprehension. Besides, it had a big result size on those two aspects.
Statistical analysis did non upshot in significant differences in the use of Thinking Maps® as measured by FCAT just in that location were percentage differences that may indicate educational significance for Hispanic, economically disadvantaged and English learners in FCAT Reading and for white, black and students with disabilities in FCAT Mathematics. Results of this written report should not discourage the implementation of Thinking Maps® teaching every bit visual tools for learning. FCAT may non exist an advisable instrument to measure if an instructional visual tool such as Thinking Maps® makes a difference in pupil accomplishment. A meliorate measurement tool would be for teachers to develop rubrics that can be used to assess student generated Thinking Maps® or use rubrics provided in the Thinking Maps ®: A Language for Learning (Hyerle & Yeager, 2007) training transmission.
An Exam of Student Operation after Two Years of Thinking Maps® Implementation in Iii Tennessee Schools
By Katharine Mabie Hickie, East Tennessee State University, Tennessee, United States. 2006
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Improving Reading Compehension Through Visual Tools
Masters Caste Thesis by Cynthia Manning, Eastern Nazarene College, Boston, United States. 2003
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Function 1
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Role 2
Summary: Reading comprehension in learning disabled students tin exist increased with the classroom implementation of visual tools. Student operation was measured using MCAS reading scores earlier and after the introduction of Thinking Maps, i.e., a gear up of visual tools which are centered on the development of viii thinking processes. Past integrating this common visual linguistic communication throughout the school's curriculum, information technology was projected that more effective and efficient learning would exist achieved. Assessment results indicated that reading comprehension was increased; information technology was also observed by classroom teachers that levels of performance rose overall in the post-obit areas: concept attainment, cogitating thinking, recall, retention, writing (quantity and quality), creativity, motivation, and cooperative learning skills. These findings are congruent with a multitude of research studies and back up the position that educatee performance can be increased with the implementation of visual tools.
View the interview with Cynthia Manning schoolhouse leader at Learning Prep and Thinking Maps researcher.
Reading Comprehension in Economics
Republic of yemen. 2013
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The inquiry aimed at identify of impact when using the thinking maps in didactics economy on comprehension and attitude of female students of the 2nd secondary course - literary section -in Aden governorate, Commonwealth of Republic of yemen.
Sample of the research was consisted of 132 female person students, distributed to iii groups, 44 students for each group. The 2 groups, the experimental and the second control group were taught by using thinking maps, while the commencement command group was taught the same content past the traditional method. The pretest was applied to the ii groups, the experimental and the commencement control group. The 2d command group was not exposed to that exam to eradicate the likely effect.
To realize the research goals and to define its hypothesis standardized comprehension examination of 24 paragraphs was used multiple choice examination. The coefficient of test reliability reached o.83.
Standardized mental attitude Calibration of paragraphs was used, the coefficient of scale reached 0.71, and SPSS was used at the stages of standardized and testing hypothesis.
The results indicated to differences of statistical significance between:
- The experimental group and the first control group at the post comprehension test was in favour of the experimental grouping.
- The second control grouping and the start command group at the post comprehension test was in favour of the second control group.
- Averages of the examination and the pre- scale and the exam and the post scale were in favour of the mail service experimental group.
The results as well inclicated that differences of statistical significance do not exist between the experimental group and the 2nd command group at the comprehension examination and postal service mental attitude scale.
Visual Data: Understanding and Applying Visual Data to Research in Teaching
Sense Publishers, Rotterdam, Netherlands. 2008
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Chapter 2: Across the Wall of Text: Thinking Maps® every bit a Universal Visual Language for Transforming How Nosotros Meet Knowldge, Thinking and Learning
Past David Hyerle, Ed.D.
So why are at that place few if whatsoever breakthroughs in education? I believe that this is because so few educators, researchers, and foundations funding innovation are focused on communication betwixt teachers and learners, and how data and knowledge is represented by teachers and students in order to transform learning. As investigated in this writing, the lack of innovation is directly related to the paradigm of linearity: knowledge is transmitted through linear strings of words and numbers, in spoken or written forms. As offered beneath through the Thinking Maps language, 1 pathway to a significant breakthrough in teaching and learning may come when educators deeply consider the insights offered by Linda Darling Hammond and Pat Wolfe: the encephalon maps and networks data and that effective teachers need to explicitly support students' minds as they create cognitive maps in club to learn.
"THE Touch on OF THINKING MAPS INSTRUCTION ON READING COMPREHENSION OF THIRD Course STUDENTS IN A LARGE URBAN SCHOOL DISTRICT: IMPLICATIONS FOR SCHOOL LEADERS"
Unpublished, Doctoral Thesis past Newby Sharonda University of Houston, August 2015
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Abstract
With the stakes of the Texas accountability system increasing, schools are searching for resources to aid improve thinking and learning. The No Child Left Behind Act emphasizes the federal government's pledge to improve proficiency of readers by the tertiary grade through the use of inquiry-based reading practices in the early on grade levels (Nelson, Benner, & Gonzalez, 2003). Thinking maps is an instructional strategy, which is intended to serve every bit a common visual language for students to foster specific cognitive thinking across all academic content areas. This program evaluation examined if there was a meaning deviation in the mean gains in reading comprehension scores as measured by the Diagnostic Reading Assessment betwixt students who receive Thinking Maps as a strategy and those who do not.
Source: https://www.thinkingfoundation.org/reading-comprehension
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