GRAPHIC ORGANIZERS – EFFECTIVE TOOLS FOR TEACHING READING

SKILLS

Hoang Tang Duc

Vinh University
182 Le Duan Street, Vinh City, Nghe An Province, Vietnam

Abstract
Graphical organizers are visual displays that illustrate concepts and
relationships between facts, figures, or ideas in a reading text. Graphic
organizers are known by different names, such as maps, graphs, charts, diagrams,
or clusters. They are sometimes referred to cognitive organizers providing
students with tools to enhance and facilitate their understanding. Many
researchers claim that readers create an image in their mind of what they truly
understand it. Therefore, when a student can visualize the text, the teacher knows
that he or she has a fascinating insight into its content. If not, he or she should be
helped by graphical reading guidelines form the teacher.
This workshop will give descriptions of six basic graphic organizers (namely
Venn diagram, cause & effect map, problems & solution map, compare &
contrast matrix, network tree, and KWL chart) and their application. It is very
useful for teachers who teach English at upper secondary schools in Vietnam
because the presenter will give samples based on the new English textbook for
grade 10 in which such common organizers are appropriately applied.
Participants will come away with the value of graphic organizers and become
confident to apply these tools in any stages of their reading lesson.

Key words:
Graphic organizers, Venn diagram, cause & effect map, problems & solution
map, compare & contrast matrix, network tree, and KWL chart

1
I. Introduction

Teachers of English in Vietnam have a tremendous obstacle to get students enthusiastic about
reading texts. Through classroom observations and informal interviews with teachers who
conduct reading lessons at upper secondary schools, it reveals that students often feel scared
when doing a long and difficult reading task, the reading lessons are not exciting enough to get
students involve in their learning, reading comprehension activities designed in the textbook are
relatively monotonous. The teachers also worry about how to encourage students to learn and
improve their reading skills. Some common questions that they often ask themselves are: (1) Did
students really read the text? (2) Do students comprehend with what they read? (3) What will
students do if they want to answer comprehension questions according to their favorite learning
styles? (4) How do students perform their understanding by using images or visual illustrations
instead of responding the questions given in the textbook? (4) How can the teacher motivate and
enhance student thinking skills through the reading text?

One of the possible solutions for such problems is using graphic organizers because these
organizers can help students depict key concepts and construct the meaning of the reading text.
An application of graphic organizers that match the structure of the message, teachers will be
able to assess student comprehension of what they are reading, observe their thinking process on
what they read as a class, as a group, or individually. Furthermore, graphic organizers are
considered as wonderful techniques to make students actively engaged in their learning. Because
organizers include words, visual images, illustrative shapes, meaningful labels and logical
displays, they are effective for a variety of students with different language levels and different
multiple intelligences, especially for those with a visual modality preference.

From various studies on graphic organizers and their effects on student reading comprehension,
Robinson (1998) suggests that teachers should use a variety of types of organizers chosen for
their appropriateness for the content. They are effective tools in planning, instruction, and
assessment.

In this article, six basic graphic organizers namely Venn diagram, cause & effect map, problem
& solution map, compare & contrast matrix, network tree, and KWL chart will be described. The
value of these organizers will be discussed and followed by their application in English reading
lessons at upper secondary schools in Vietnam. There are some samples based on the new
English textbook for grade 10 in which such common organizers are appropriately applied. It is
hoped that English teachers will have a better insight into graphic organizes and become
confident to integrate these effective tools into their reading classroom practice.

II. What graphic organizers?

A graphic organizer is a visual frame used to represent knowledge and understanding of a subject
matter by arranging important aspects of a concept or topic into a logical pattern using labels.
There are numerous kinds of graphic organizers called maps, graphs, charts, diagrams, or
clusters. Each of these patterns can be expressed in different lay outs but they have a similar
purpose that depicts the relationships between facts and figures or key concepts and ideas within
a learning task. In terms of reading comprehension, graphic organizers can be effectively used in

2
all lessons for students of all ages to check not only students’ understanding but also to motivate
and enhance their thinking skills. Krasnic (2011, p.24) claims that students are able to clear their
thoughts and sharpen their thinking by organizing and connecting key concepts related to what
they are reading from the text. This process can help the students to improve their critical
thinking, a kind of cognitive activity that appears in many categories of the cognitive process
dimension.

Graphic organizers are wonderful tools to get students actively engaged in their learning.
Because these visual representations include words, images and symbolic patterns such as
conceptual, hierarchical, cyclical and sequential, they seem to be effective with students with
verbal, visual and logical learning styles. Students who are good at their merits feel easier to
demonstrate their reading understanding by using graphic organizers instead of answering
comprehension questions in verbal languages. Reading researchers point out that in an English
reading lesson, if the teacher uses graphic organizers that appropriately go with the organization
of the passage being read, he or she will enhance and facilitate student understanding and
develop their full potentials. For example, if the text is presented in a sequential manner, a list or
a timeline will be best, or if written in a compare/contrast mode, a 2-column chart or Venn
diagram might be better. If the reading passage is related to a central theme and followed by
paragraphs that have a relationship to the controlling point, a mind map or a network tree should
be used to brainstorm the topic and become a great strategy for students.

III. Why graphic organizers?

Graphic organizers come in many forms and provide students with visual information that
complements the class discussion or text. After carrying out extensive research on the effect of
graphic organizers on student reading comprehension, Fisher (2002) says that students who
belonged to the experiment group consistently reported that the graphic organizer is the most
helpful strategy that they employed. Many teachers believe that it is not hard for good readers to
symbolize key concepts and the core value from the text or to depict the given information in
different ways regardless which genres or formats the comprehension task is presented in.
However, they are not totally sure that what kinds of formats can stimulate student learning
modalities, and which techniques can promote student critical thinking skills. Quist (1995) points
out that metacognitive strategies used in instructional activities will be able to improve student
reading comprehension. He also claims that good readers seem to read for a certain purpose and
actively monitor their own understanding of what they read.

On the other hand, a question raised in various discussions is that what techniques are suitable
for poor readers. This is also a serious problem that many teachers concern. Fortunately, many
studies show that explicit instructions in such strategies as questioning, summarizing,
comprehension monitoring, and especially using graphic organizers can help not only good
readers but also poor ones learn to retain, organize, and evaluate the information that they read
(Quist, 1995., Langford, Rizzo & Roth, 2003., Irwin-DeVitis & Pease, 1995). Graphic organizers
help students focus on what is important because they highlight key concepts and vocabulary,
and the relationships among them, thus providing the tools for critical and creative thinking
(Bromley, Irwin-DeVitis, and Modlo, 1995).

3
Another study asserted the effectiveness of using organizers, particularly mind map, story map,
or network tree in promoting comprehension skills of secondary students identified as being at
risk for reading, including six students with learning disabilities. Instructions with organizers
appropriate for the organization of reading text were found to be more effective in improving
students' reading comprehension than the traditional instruction in which reading tasks merely
consist of question and answer form (Dimino et al., 1990).

With the mentioned benefits, teachers should use graphic organizers to help students prepare
themselves for reading, to explore the text with a deeper understanding, to externalize their
thinking, and to promote effective learning.

Appropriately use, graphical organizer instructions can significantly reduce the amount of time
required to achieve the objective of a reading lesson for both the teacher and learners. However,
the appropriate choice of organizers for the reading lesson depends on the teacher’s knowledge
of the topic presented in the passage, knowledge of pedagogical content that requires the teacher
to plan and conduct an effective lesson with a supportive learning environment, and knowledge
of language learners in order to develop students’ creativity and critical thinking – the essential
21st Century skills.
IV. How graphic organizers?
Graphical organizers are visual displays that illustrate concepts and relationships between facts,
figures, or ideas in a reading text. Graphic organizers are known by different names, such as
maps, graphs, charts, diagrams, or clusters. The following are brief descriptions of six basic
graphic organizers, namely Venn diagram, cause & effect map, problems & solution map,
compare & contrast matrix, network tree, and KWL chart. These visual representations are
followed by specific samples taken from the new English textbook for grade 10 in Vietnam but
adapted for a better use in English reading classrooms.
IV. 1. Venn diagram
Description
A Venn diagram consists of two (or sometimes as many as five) overlapping circle. It is used to help
students compare and contrast two characters, settings, events, or other literary elements. The Venn
diagram is one of conceptual organizers that highlights similarities and differences. It is also an effective
tool for students to easily think about how the information is organized. In groups, students can share and
compare the information on their Venn diagrams. Venn diagram
Procedures:
1. Copy the Venn diagram template for students.
2. Indentify and label above each circle the two
people, places or things to compare and
contrast.
3. Discuss the similarities and differences with
students.
4. Record shared traits or characters in the
overlapping section of the circle
5. Record unique traits and list them in the
appropriate circle
(Adapted from Robb, A (2003). 40 graphic organizers that Build Comprehension during Independent Reading, p.
30. New York: Scholastic Professional Books.)

4
Application
Success for the Americans
The American idea of success has not changed much over the several centuries of its existence. First,
success has always meant providing their family with a decent standard of living. Second, as for career
development, success means ending their career in a higher and more prosperous position when they
began it. To an American, it is clear that success is the result of hard work and self-reliance.

Success for the Vietnamese

For many people, the idea of success varies greatly. However, the Vietnamese share some common
views about personal success. First, success always goes along with a high-status job with good income.
Second, being respected at work also means success. To a Vietnamese, a successful person is someone
with high status and is supported by all people involved in his job.

(Vietnam MOET. (2014) .Tiếng Anh 10: Student book 2, p.24. Hanoi: Education Publishing House and Pearson.)

VENN DIAGRAM

5
IV. 2. Cause & effect map

Description
A cause and effect map is one of the effective organizers used to show relationships of all factors (causes)
that lead to the given situation (effect). It is usually preceded by cause and effect analysis. The
teacher uses this organizer to help students realize that there are many causes that contribute an
effect. It also graphically displays the connections of the causes to the effect to each other. This
activity seems to be suitable for students at a high level. Students can do this task individually, in
pairs or in groups and then share what the information in the diagram with the others.

Procedures: Cause & effect map

1. Copy the cause & effect map template for
students.

2. List the topic or problem explored in the

center of the organizer.

3. Discuss the causes and effects with

students.

4. Record what makes the problem happen in

the Causes section.

5. Record what happens because of these

causes and list them in the Effects section

(Adapted from IRA/NCTE. 2006. Read-Write-Think: Cause and Effect Graphic Organizer. Retrieved June. 2, 2015,
from http://tryscience.org/sites/default/files/uploads/lessonplan/sharedresources/graphic_organizer_highlevel.pdf)

Application
Environmental Pollution
Environmental pollution is one of the impacts of human activities on the earth. It is also one of
the biggest problems of the world today. The environmental pollution is the cause of some
disease that most people do not know about. There are four types of pollution, namely, air
pollution, soil pollution, water pollution and noise pollution.
Most of the air pollution results from the burning of fossil fuels, motor vehicles, factories,
aircraft and rockets. This can cause acid rain which damages water, soil, vegetation. Air
pollution also contributes to the greenhouse effect which can lead to series of environmental
problems such as global warming, polar ice melting, rise of sea levels and loss of land.
Soil pollution is a result of dumping plastic or other inorganic waste in the ground and the over
use of chemical fertilizers in agriculture. The long-term effects of soil pollution are
contaminated vegetation and the decrease of soil fertility.
Water pollution is a result of dumping pollutants such as detergents, pesticides, oil and other
chemicals in rivers, which makes the water unclean or contaminated. Rubbish blockages in
rivers can also cause pollution. The effects of water pollution include the destructions of
ecosystem of rivers, lakes and the pollution of groundwater, surface water and seawater.

6
Noise pollution is caused by loud and annoying sounds of motor vehicles, railway, aircraft and jet
engines, factory machinery and musical instruments. It can cause stress psychological and health
problems for humans such as increased heart rate and hearing damage.
Environmental pollution is becoming an increasingly serious problem or threat that needs to be
taken care of as soon as possible, not only for the sake of the environment, but also for the people
that live in it.

(Vietnam MOET. (2014) .Tiếng Anh 10: Student book 2, p.41. Hanoi: Education Publishing House and Pearson.)

CAUSE & EFFECT MAP

- the green effect

- global warming
Air pollution - polar ice melting
- rise of sea levels
- loss of land

- contaminated
vegetation
Soil pollution
- decrease of soil
fertility
ENVIRONMENTAL

POLLUTION

- destruction of ecosystem
of rivers & lakes
Water pollution - pollution of groundwater
Surface water & seawater

- stress
- psychological & health
Noise pollution problems for humans
(increased heart rate &
hearing damage)

7
IV. 3. Problem & solution map

Description
The critical thinking necessary to problem-solve by posting and evaluating solutions is an
important skill students need throughout their lives. Being able to write clearly and persuasively
about proposed solutions is as important as being able to think clearly and logically in
formulating solutions. This reading guide helps students organize and write about problems and
proposed solutions. This activity is also applied into a writing class where students are aware of
the relevant problem and discuss reliable methods. Students can do this task individually and
then share what the information in the diagram with their partner or their group members.

Procedures:
1. Have students identify the problem in the Problem & solution
text and write it in the diamond at the top map
of the template labeled PROBLEM.

2. Ask student(s) to find out what specifically

makes this a problem. Have the students
write the given evidence for defining this
as a problem in the box labeled
EVIDENCE.

3. Let students list each of the solutions

presented in the text in the box labeled
SOLUTIONS.

4. Have students predict and write the results

expected from the chosen solutions in the
box labeled RESULTS. (optional)

5. Students then have presentation about the

discussed topic, using the template as a
guide. Remind students to use the key
organizing words to help connect ideas

(Adapted from Bromley, K., Irwin-Devitis, L. & Modlo, M. (1999). 50 graphic organizers for reading, writing &
more: Reproducible templates, student samples, and easy strategies to support every learner, pp. 106-107. New
York: Scholastic Professional Books.)

Application

Is It Really Ecotourism
Vietnam’s natural and cultural potential for ecotourism is well known. However, eco tours in
Vietnam involve mainly travel to natural places and the activities are not based on the
ecotourism principles.

In Halong Bay, for example, tourists just visit the bay and some caves, without learning about

8
the environment or taking part in any local cultural activities.
In addition, in some national parks, tourists are not fully aware of environment protection. If
they throw rubbish or break tree branches, they are not fined. As a result, some tourist areas
have suffered from some environmental damage.
What’s more, most tour guides have poor knowledge of the ethnic culture. Therefore,
ecotourists have little or no understanding of Vietnam’s cultural diversity.

Ecotourism: Development or Damage?

Many African countries, with their numerous national parks and safaris, have benefited from
ecotourism. However, ecotourism activities have had some negative impacts on the
environment and people there.
One of the worst impacts is the mass loss of land. Parks and game reserves require vast land,
and the local people’s best pasture lands have been taken away.
In Kenya, the tourism industry has employed better educated people from other countries. As a
result, ecotourism has not provided more jobs for the local people.
In Tanzania, hunting in some game reserves is allowed. Camping requires firewood for cooking
and heating. These activities have caused danger and ham to the environment.
(Vietnam MOET. (2014). Tiếng Anh 10: Student book 2, p.55. Hanoi: Education Publishing House and Pearson.)

How to become ecotourists?

As for transport, ecotouists might prefer a biking or walking tour to a bus tour which may
contribute to air pollution. They often avoid travelling on cruise ship, as a cruise ship is a great
source of air and water pollution, with harmful emissions sent into the air and passengers’ waste
dumped into the sea. A cruise ship might also cause damage to coral reef and the ecosystem that
it travels near.
What about accommodation? Ecotourists choose hotels and tourist companies that hire mainly
local staff, as a way to contribute to the local economy. They can also directly benefit the local
people by staying in their homes and studying local traditions.
What else make tourists become ecotourits? Ecotourists take part in activities or projects to
protect the local environment, such as recycling used products or cleaning up the beach. In
general, if they make their trip environmentally and socially responsible, they are ecotourists.

(Vietnam MOET. (2014). Tiếng Anh 10: Workbook 2, p.38. Hanoi: Education Publishing House and Pearson.)

9
 PROBLEM & SOLUTION MAP

Vietnam African countries

Not based on the Have some negative

PROBLEM impacts on the
ecotourism principles
environment & people
there

without learning about the EVIDENCE

environment or taking part in Massive loss of pasture land
the local cultural activities Not providing more jobs for
throwing rubbish or breaking the local people
tree branches Causing danger and harm to
having little or no the environment (e.g. hunting
understanding of Vietnam’s and camping)
cultural diversity

SOLUTIONS

Ecotourists should DO
For transport: go biking or walking
instead of taking tour bus or cruise ship
For accommodation: choose hotels or
companies hiring local people, stay in
their home & study local traditions
Take part in acclivities or projects to
protect the local environment.

RESULT(S)
(Free discussion)

10
IV. 4. Compare & contrast matrix

Description
The compare and contrast matrix has a wide variety of classroom applications. English teachers can use it
as a means of comparing different historical events, geographical regions, cultural and traditional
differences or political systems. "This graphic organizer is best suited to text that is full of details and
requires the student to learn many facts about different people, places, or events" (Miller, 2011, p.70).
Students are able to clearly see similarities and differences between more than one thing by using this
type of graphic organizer. This reading activity can be done in the whole class, in groups or
individually.
Compare
Procedures: & contrast
1. Copy the compare and contrast matrix matrix
template for students.

2. Help the students create headings for major

concepts on the vertical and horizontal
axis.

3. Walk around as the students read the text

together and think aloud.

4. Discuss the similarities and differences

with them if necessary.

5. Make sure the students are recording

details from the text in appropriate places
on the matrix graphic organizer

Application
_________________SINGAPORE_______________
In Singapore today, people tend to live in nuclear families which consist of parents and children.
Families in Singapore are getting smaller. Many children even grow up in single-parent homes.
In most Singaporean families, both parents work. Very young children go to nursery schools or
stay home with a child-minder when their parents are at work. Old people usually live in their
own homes or a nursing home if they cannot look after themselves. Singaporean parents try to
spend their free time collaborating with school in educating their children through the activities
of the Parent Support Group or Parent Teacher Association.

_________________ VIETNAM _________________

The extended family, which consists of three or even four generations - great grandparents,
grandparents, parents and children – is still popular in Vietnam. In most Vietnamese families,
when both parents work, young children stay at home and are looked after by their grandparents
or great grandparents. On the other hand, it is the duty of the young people to take care of their
elderly parents. A person will be considered ungrateful if he / she does not take good care of his/

11
her parents or grandparents. Vietnamese parents often spend their free time helping their
children with their homework or giving them advice on behaviour.

(Vietnam MOET. (2014). Tiếng Anh 10: Student book 1, p.13. Hanoi: Education Publishing House and Pearson.)

COMPARE AND CONTRAST MATRIX

Answer
Questions
In Singapore In Vietnam

What type of family is popular

1 nuclear extended
in the country?

Nursery school or child-

Who take care of young children Grandparents or great
2 minder
when their parents at work? grandparents

3 Who looks after elderly parents? Nursing homes Children or grandchildren

Helping their children

Taking part in the
with their homework or
How do the parents contribute to activities of Parent
4 giving them advice on
educating their children? Support Group or Parent
behavior
Teacher Association

12
IV.5. Network tree
Description
Graphic organizers can help students organize facts and information related to the reading text. A
network tree is a type of graphic organizer that shows connections. A network tree is made of a
series of oval of two or three different sizes connected by many branches to show how facts and
information branch off of a main idea or topic. Also, this organizer is often used to indicate a
work cooperation (the company structure), a hierarchy (types of insects), or branching
procedures (the circulatory system). Key frame questions for this organizer are: What is the
superordinate category? What are the subordinate categories? How are they related? How many
levels are there? Students can do this task by themselves, in pairs or in groups and then share
what they have done with the others.
Procedures:
1. Copy the network tree template for
students. Network tree
2. Help the students create headings for top
large oval and sub-headings for the other
large ovals.
3. Walk around to observe while the students
are reading the text individually or together
and record the information in each branch.
4. Discuss the connection of the idea in each
oval if necessary.
5. Make sure the students are recording
details from the text in appropriate places
on the network tree organizer
Hall, T., & Strangma, N. (2013) Strangman Graphic Organizers. Retrieved June 12, 2015, from
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers#.VbnbaLPtmko
Application
“Many hands make light work.”
I live in a family of four: my parents, my young sister and I. We are all very busy people: my
parents work, my sister and I spend most of our time at school, so we split the household chores
equally.
My dad is responsible for mending things around the house. He also cleans the bathroom twice a
week. My mum does most of the cooking and grocery shopping.
Being the elder child in the family, I take up a large share of housework. I do the laundry, take
out the rubbish, and clean the fridge once a week. My younger sister An’s responsibilities
include helping Mum to prepare meals and washing the dishes. My sister and I take turns laying
the table for meals, sweeping the house, and feeding the cat.
We do our share of housework willingly as we know that if everyone contributes, the burden is
less and everyone can have some time to relax.
(Vietnam MOET. (2014). Tiếng Anh 10: Student book 1, p.12. Hanoi: Education Publishing House and Pearson.)

13
 NETWORK TREE

Share of household
chores

Dad Mum Lam An

mending things doing most of the doing the laundry taking out the helping Mum
around the house cooking rubbish prepare meals

cleaning the doing grocery cleaning the fridge washing the dishes
bathroom shopping

laying the table sweeping the feeding the cat

for meals house

14
IV. 6. KWL chart

Description
A K-W-L (Ogle, 1986) chart helps students understand what they know (K), what they want to
know (W), and what they learned (L) when reading or researching a topic. This an effective
visual tool to improve students by tapping their prior knowledge and letting them set their own
purposes for learning. By analyzing the L column, both the teacher and students can evaluate
students’ grasp of knowledge or content. Then the teacher can make plans to enrich concepts or
to remedy misconceptions.
Procedures:
1. Construct the organizer and preteach or
review the terms on the template.
2. Write the information the students
brainstorm about the topic in the K (know)
column.
3. Record the questions the students have
about the topic in the W (want to know)
column. This establishes a purpose for
reading or researching.
4. After the students have read, researched,
and discussed the topic, place the new
information in the L (learned) column.
5. Discus with students whether they can now
confirm or deny any statements listed in the
K column.
(Taken from Bromley, K., Irwin-DeVites, L. & Modlo, M. (1999). 50 graphic organizers for reading, writing &
more: Reproducible templates, student samples, and easy strategies to support every learner, pp. 48-49. New
York: Scholastic Professional Books.)
Application
Idol: A Global Smash Hit
Idol is one of the most successful entertainment formats ever launched. The first Idol, Pop Idol, began in
2001, and quickly became a world-wide phenomenon with local versions in many countries and
territories. Hundreds of millions of viewers worldwide have watched The Idol programme since its first
launched in the UK. The show has been on the top ten rating lists of the most countries. Year after year,
Idol remains a global smash hit.
Some Facts
American Idol began in 2002 and quickly became the most popular entertainment series in America with
viewers in the hundreds of millions.
Vietnam Idol is part of Idol franchise created in the UK by Simon Fuller. The first season of Vietnam Idol
aired on May 23, 2007. The Vietnam Idol process includes: auditions, semi-finals, and finals. The final
contestants perform live on stage to a television audience. The contestants receiving the fewest viewers’
votes are eliminated from the competition.

(Vietnam MOET. (2014). Tiếng Anh 10: Student book 1, p.29. Hanoi: Education Publishing House and Pearson.)

15
 K-W-L Chart
K W L
What (I) we know What (I) we want to find out What (I) we learned

- Pop Idol, created by the British

- The Idol format came - Who created the Idol
entertainment executive Simon
from the UK. format? Fuller, is a music competition
which began on British ITV on
- Pop Idol was first launched - Is Vietnam Idol a October 6, 2001 to select the
in 2001. franchised programme? best new young pop singer in
the UK based on viewer voting
and participation.
- When did American Idol
- Contestants are voted by begin?
the audience and TV
- Vietnam Idol is part of the Idol
viewers. - When will American Idol
franchised of the original reality
end? program Pop Idol by Simon
- The first season of Fuller. The first season of
Vietnam Idol aired in 2012. - What are the rules of the Vietnam Idol aired on May 23,
Idol? 2007 on HTV9, and the fourth
season aired on August 17,
2012.

-American Idol began in 2002 and

will end its 15-year run after the
upcoming season, finishing
in 2016.

Guided questions
1. Look at the logos. Are you familiar with them?

2. What do you know about these kinds of entertainment?

3. What information about these shows you want to know?
a. Where did the Idol format come from?
b. How long has the Idol format lasted?
c. Who created the first Idol format?
d. Is Vietnam Idol an original programme or a franchised one?
e. What are the rules of the Idol?

16
V. Conclusion

Graphic organizers, without a doubt, can be used as practical tools for students to organize
information, to connect keys concepts or ideas presented in the reading text. They also allow
students to acknowledge and share their collective understanding or views on the lesson goals.
Teachers need to provide such wonderful means for students to organize information before,
while, and after reading. They should guide students in articulating their prior knowledge and
develop linkages between prior knowledge and new information. They should establish various
means for students to respond to text by encouraging and teaching various organizational
structures for recording information (Ruddell, 2001). It can be seen that graphic organizers are
teacher-directed activities that get students engaged in learning on their own initiative.

With the mentioned discussions about the value of graphic organizers and basic samples for their
applications, teachers of English, especially Vietnamese teachers of English who are using the
new English textbook of grade 10 become confident when integrating such effective organizers
into their reading classroom practice. It is strongly believed that graphic organizers can help
teachers to activate students’ multiple modalities or their favourite learning styles while
immersing themselves in reading books regardless of the age groups or content area.

17
REFERENCES

Bromley, K., Irwin-DeVitis, L. & Modlo, M. (1999). 50 graphic organizers for reading, writing
& more: Reproducible templates, student samples, and easy strategies to support every
learner. New York: Scholastic Professional Books.

Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for
promoting at-risk secondary students' comprehension of literature. The Elementary School
Journal, 91(1), 19-32.

Fisher, A. L. (2001). Implementing graphic organizer notebooks: The art and science of teaching
content. Reading Teacher, 55(2), 116-120.

Hall, T., & Strangma, N. (2013) Strangman Graphic Organizers. Retrieved June. 12, 2015,
from
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers#.VbnbaLPtmko

IRA/NCTE. (2006). Read-Write-Think: Cause and Effect Graphic Organizer. Retrieved June 2,
2015, from
http://tryscience.org/sites/default/files/uploads/lessonplan/sharedresources/graphic_organizer_hi
ghlevel.pdf

Irwin-DeVitis, L. and Pease, D. (1995). Using graphic organizers for learning and assessment in
middle level classrooms. Middle School Journal, 26 (5), 57-64.

Krasnic, T. 2011. How to Study with Mind Maps: The Concise Learning Method. Concise Books
Publishing.

Langford, P. A., Rizzo, S. K., & Roth, J. M. (2003). Improving student comprehension in content
areas through the use of reading strategies. Illinois: M.A. Research Project, Saint Xavier
University and Skylight Professional Development. (ERIC Document Reproduction Service No.
ED478769.)

Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach
Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.

Quist, S. (1995). The effect of using graphic organizers with learning disabled students to
increase comprehension. Unpublished thesis. Reading for Understanding: Toward an R&D
Program in Reading Comprehension. 2002. Published by RAND, 1700 Main St., Santa Monica,
CA 90407

Robinson, D. H. (1998). Graphic organizers as aids to text learning. Reading Research and
Instruction, 37(20), 85-105.

18
Robb, A. (2003). 40 graphic organizers that Build Comprehension during Independent Reading,
p. 30. New York: Scholastic Professional Books.

Ruddell, M. R. (2001). Teaching content reading and writing (3rd Ed.). New York: John Wiley
& Sons, Inc.

Vietnam MOET. (2014). Tiếng Anh 10: Student book 1. Hanoi: Education Publishing House and
Pearson.)

Vietnam MOET. (2014). Tiếng Anh 10: Student book 2. Hanoi: Education Publishing House and
Pearson.)

Vietnam MOET. (2014). Tiếng Anh 10: Workbook 2. Hanoi: Education Publishing House and
Pearson.)

West, C. K., Farmer, J. A., & Wolff, P. M. (1991). Instructional design: Implications from
cognitive science. Upper saddle River, NJ: Prentice Hall.

19