Students with Learning Disabilities Make Sense of Content Area Instruction Through Graphic Organizers

Eileen Dugan Sabbatino

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Abstract

Students with learning disabilities are increasingly being held to the same standards as their general education peers. However, many students with learning disabilities have deficits in reading and writing skills. In order for them to succeed in school, they need to learn to use strategies that will enable them to construct meaning from a variety of textual materials and to write for a variety of purposes. In this article I discuss the concept of graphic organizers as an effective strategy for both reading and writing, present a research-based rationale for their use with students with learning disabilities, and introduce graphic organizers for the purpose of constructing meaning and writing in content area classes.

在有學習障礙的學生逐漸地趕上主流學生的水平的同時，其中不少仍面對讀與寫兩方面的困難。為了能夠在學業上取得成果，他們需要學習運用策略去理解種種文字資料，與及達到各種書寫的目的。本人在這篇文章討論圖像組織的概念，作為一種有效的讀與寫策略，並闡述一項以研究為基礎的基本原理，以幫助有學習障礙的學生。本人亦介紹如何在課堂內採用圖像組織，讓這些學生達致理解及書寫的目的。

Key words: graphic organizers 圖像組織

learning disabilities 學習障礙

strategic instruction 策略指引

reading comprehension 閱讀理解

writing instruction 寫作指引