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Ewoldt. K. B., & Morgan, J. J. (2017). Color-coded graphic organizers for teaching writing to students with learning disabilities. TEACHING Exceptional Children, 49(3), 175–184.

En este artículo, los autores promueven el uso de los organizadores gráficos para mejorar las habilidades de escritura de los estudiantes que tienen problema con esta. También se incluye la enseñanza sistémica con el uso de organizadores codificados por color, la redacción de oraciones y párrafos, el uso de indicadores y más.

Singleton, S. M., & Filce, H. G. (2015). Graphic organizers for secondary students with learning disabilities. TEACHING Exceptional Children, 48(2), 110–117.

En este artículo, los autores describen las formas en que se pueden usar los organizadores gráficos para que los estudiantes de secundaria con discapacidades puedan desarrollar las habilidades de pensamiento crítico que exigen los estándares estatales básicos comunes (CCSS). Se incluyen notas y consejos sobre la selección de organizadores gráficos para los estudiantes con discapacidades, así como ejemplos de cómo se podrían usar en las aulas algunos de esos organizadores, la presentación de los organizadores gráficos durante una lección y más.

Stowe, M. (2015). Graphic organizers: guiding principles and effective practices considerations packet. National Center on Accessing the General Curriculum. Retrieved August 22, 2022, from https://education.wm.edu/centers/ttac/documents/packets/graphicorganizers.pdf

Los maestros han adoptado una gran variedad de organizadores gráficos (que se usan en una serie de materias de instrucción) como una manera de mejorar los resultados del aprendizaje de sus estudiantes. En este recurso conciso, los autores presentan varios de esos organizadores a los lectores, sugieren consejos para una buena aplicación de estos y demuestran su utilidad. Asimismo, se complementa con una sección ampliada sobre el contexto de instrucción, con muchos recursos para estudiarlo en detalle.

Herrera, S., Truckenmiller, A.J., & Foorman, B.R. (2016). Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices. (REL 2016–178). Washing¬ton, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved May 9, 2022 from https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016178.pdf

Este artículo describe la investigación sobre el valor de los programas y las prácticas para la enseñanza de la comprensión de la lectura. Asimismo, se describen brevemente los resultados y las prácticas útiles.