The effect of pictorial graphic organizers on learning and rembering information

Abstract

The study investigated the use of a pictorial graphic organizer as opposed to a verbal organizer. The intent of the study was to determine the benefits of pictorial representations combined with text in the organized structure of a graphic organizer. Two classes of grade fours (N = 52) read a poorly structured passage for the first experiment and the same classes (N = 50) were involved in the second experiment. Both control and experimental groups received the different organizer forms before, during, and after reading the text. On immediate and three delayed recall measures, the experimental groups recalled significantly more than the control groups. Results support the use of the pictorial graphic organizer for use with grade fours having difficulty reading a poorly structured passage.