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Effects of Graphic Organizers on Outcomes for Students with Disabilities: Three-Level Meta-Analysis of Single-Case Studies

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Title: Effects of Graphic Organizers on Outcomes for Students with Disabilities: Three-Level Meta-Analysis of Single-Case Studies
Language: English
Authors: Karolina Urton (ORCID 0000-0002-5912-8143), Mariola Moeyaert (ORCID 0000-0003-1453-8162), Kerstin Nobel, Anne Barwasser (ORCID 0000-0002-8124-6429), Richard T. Boon, Matthias Grünke (ORCID 0000-0003-4249-6035)
Source: Exceptionality. 2025 33(1):17-39.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Instructional Materials, Students with Disabilities, Instructional Effectiveness, Academic Achievement, Student Behavior, Elementary Secondary Education, Educational Strategies, Intervention, Skill Development, Reading Comprehension, Listening Comprehension, Writing (Composition), Individual Differences, Learning Disabilities, Gender Differences, Instructional Program Divisions, Age Differences, Educational Technology, Teachers, Researchers, Reliability, Student Attitudes
DOI: 10.1080/09362835.2024.2389080
ISSN: 0936-2835
1532-7035
Abstract: This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive search yielded 47 studies that met the inclusion criteria, making data available on 184 participants and 5,065 repeated measures. Employing a multivariate multilevel meta-analysis, the present study explored the efficacy of GO interventions while considering various moderators at the participant and study levels. The findings revealed that use of GOs is an effective strategy for enhancing academic performance among students with disabilities, including those with learning disabilities and various other disabilities, across multiple academic domains. However, despite the large number of studies included in the meta-analysis, only limited conclusions can be drawn with respect to the differential effectiveness of GO interventions, since the papers focused primarily on language skill acquisition, and many did not adequately document the moderators. Recommendations include future research addressing these limitations.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457247
Database: ERIC
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  Data: Effects of Graphic Organizers on Outcomes for Students with Disabilities: Three-Level Meta-Analysis of Single-Case Studies
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  Data: <searchLink fieldCode="AR" term="%22Karolina+Urton%22">Karolina Urton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5912-8143">0000-0002-5912-8143</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mariola+Moeyaert%22">Mariola Moeyaert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1453-8162">0000-0003-1453-8162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kerstin+Nobel%22">Kerstin Nobel</searchLink><br /><searchLink fieldCode="AR" term="%22Anne+Barwasser%22">Anne Barwasser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8124-6429">0000-0002-8124-6429</externalLink>)<br /><searchLink fieldCode="AR" term="%22Richard+T%2E+Boon%22">Richard T. Boon</searchLink><br /><searchLink fieldCode="AR" term="%22Matthias+Grünke%22">Matthias Grünke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4249-6035">0000-0003-4249-6035</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Exceptionality%22"><i>Exceptionality</i></searchLink>. 2025 33(1):17-39.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Researchers%22">Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1080/09362835.2024.2389080
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  Data: 0936-2835<br />1532-7035
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  Data: This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive search yielded 47 studies that met the inclusion criteria, making data available on 184 participants and 5,065 repeated measures. Employing a multivariate multilevel meta-analysis, the present study explored the efficacy of GO interventions while considering various moderators at the participant and study levels. The findings revealed that use of GOs is an effective strategy for enhancing academic performance among students with disabilities, including those with learning disabilities and various other disabilities, across multiple academic domains. However, despite the large number of studies included in the meta-analysis, only limited conclusions can be drawn with respect to the differential effectiveness of GO interventions, since the papers focused primarily on language skill acquisition, and many did not adequately document the moderators. Recommendations include future research addressing these limitations.
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  Data: 2025
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