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Impact of Shape vs. Color Cues in Graphic Organizers on the Expository Paragraph Writing of Students with Learning Disabilities and Attention-Deficit Hyperactivity Disorder

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Title: Impact of Shape vs. Color Cues in Graphic Organizers on the Expository Paragraph Writing of Students with Learning Disabilities and Attention-Deficit Hyperactivity Disorder
Language: English
Authors: Kathy B. Ewoldt, Suzanne R. Byrne
Source: International Journal for Research in Learning Disabilities. 2026 9(1):34-55.
Availability: International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: https://journals.ub.uni-koeln.de/index.php/IJRLD/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: Students with Disabilities, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Writing Skills, Visual Stimuli, Instructional Materials, Color, Cues, Intervention, Direct Instruction, Paragraph Composition, Writing Instruction, Feedback (Response), Instructional Effectiveness, Videoconferencing, Summer Programs, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Dyslexia
ISSN: 2325-565X
2329-3764
Abstract: Writing is a critical skill for academic and professional success, yet students with learning disabilities (LD) and attention-deficit hyperactivity disorder (ADHD) often struggle due to task complexity and disability limitations. This study examined the use of graphic organizers for expository paragraph writing proficiency by comparing the effectiveness of color-labeled vs. shape-labeled graphic organizers in improving knowledge and quality of writing among upper-elementary and middle school students. Five students, ages 9-12, participated in a synchronous remote intervention that included explicit instruction, reverse-engineered paragraph writing, and practice with feedback. The single-case research design also aimed to identify intervention components yielding the greatest improvement in writing quality. Students completed pre- and post-intervention knowledge assessments, writing probes during each session, and two maintenance probes. The independent variable was type of graphic organizer used (color-labeled or shape-labeled), and the dependent variables were understanding of expository paragraph sentence types and functions, and writing quality. Results indicated that both types of graphic organizers improved writing quality, with only practical difference between conditions. The study enhances understanding of optimal intervention components, such as session quantity and presentation order, and underscores the importance of graphic organizers, explicit instruction, and practice in supporting students with LD and ADHD.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/12083
Accession Number: EJ1506149
Database: ERIC
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  Data: Impact of Shape vs. Color Cues in Graphic Organizers on the Expository Paragraph Writing of Students with Learning Disabilities and Attention-Deficit Hyperactivity Disorder
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  Data: <searchLink fieldCode="AR" term="%22Kathy+B%2E+Ewoldt%22">Kathy B. Ewoldt</searchLink><br /><searchLink fieldCode="AR" term="%22Suzanne+R%2E+Byrne%22">Suzanne R. Byrne</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Research+in+Learning+Disabilities%22"><i>International Journal for Research in Learning Disabilities</i></searchLink>. 2026 9(1):34-55.
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  Data: International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: https://journals.ub.uni-koeln.de/index.php/IJRLD/index
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  Data: 22
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Color%22">Color</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Paragraph+Composition%22">Paragraph Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink>
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  Data: 2325-565X<br />2329-3764
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Writing is a critical skill for academic and professional success, yet students with learning disabilities (LD) and attention-deficit hyperactivity disorder (ADHD) often struggle due to task complexity and disability limitations. This study examined the use of graphic organizers for expository paragraph writing proficiency by comparing the effectiveness of color-labeled vs. shape-labeled graphic organizers in improving knowledge and quality of writing among upper-elementary and middle school students. Five students, ages 9-12, participated in a synchronous remote intervention that included explicit instruction, reverse-engineered paragraph writing, and practice with feedback. The single-case research design also aimed to identify intervention components yielding the greatest improvement in writing quality. Students completed pre- and post-intervention knowledge assessments, writing probes during each session, and two maintenance probes. The independent variable was type of graphic organizer used (color-labeled or shape-labeled), and the dependent variables were understanding of expository paragraph sentence types and functions, and writing quality. Results indicated that both types of graphic organizers improved writing quality, with only practical difference between conditions. The study enhances understanding of optimal intervention components, such as session quantity and presentation order, and underscores the importance of graphic organizers, explicit instruction, and practice in supporting students with LD and ADHD.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 34
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Visual Stimuli
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Color
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Paragraph Composition
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Grade 7
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      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Dyslexia
        Type: general
    Titles:
      – TitleFull: Impact of Shape vs. Color Cues in Graphic Organizers on the Expository Paragraph Writing of Students with Learning Disabilities and Attention-Deficit Hyperactivity Disorder
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            NameFull: Suzanne R. Byrne
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              Y: 2026
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