Thinking Foundation - Research - Case Studies

Thesis Overview
Reading comprehension in learning disabled students can be increased with the classroom implementation of visual tools. Student performance was measured using M U S reading scores before and after the introduction of Thinking Maps, i.e., a set of visual tools which are centered on the development of eight thinking processes. By integrating this common visual language throughout the school's curriculum, it was projected that more effective and efficient learning would be achieved. Assessment results indicated that reading comprehension was increased; it was also observed by classroom teachers that levels of performance rose overall in the following areas: concept attainment, reflective thinking, recall, retention, writing (quantity and quality), creativity, motivation, and cooperative learning skills. These findings are congruent with a multitude of research studies and support the position that student performance can be increased with the implementation of visual tools.

An interview with the Learning Prep Director of Curriculum Cynthia Manning.
Watch the video clip in Quicktime (7:14)

Strategies for Improving Reading Comprehension
Reading is the foundation for life-long learning. One must be able to master this skill in order to facilitate the learning process. Yet reading is simply not enough; one must be able to understand what one has read and be able to apply the newly acquired knowledge for the benefits to be fully realized.

Since September 2002, student performance at this school has improved as demonstrated by an increase in vocabulary acquisition, concept attainment, an ability to make connections, and an ability to establish relationships. The students' overall learning process has been facilitated by the use of these visual tools. Using Thinking Maps, students have able to develop cognition and comprehension strategies in order that they may bridge the gap between current and projected abilities. As evidenced by the 2002 MACS Retest scores, Thinking Maps have proven to be an integral tool for students to retain and retrieve content, attain concepts, and forge connections. Teachers' fluency with Thinking Maps is tracked as well, to ensure that students are receiving the maximum benefit possible.

The past thirty years have yielded a significant amount of research supporting the use of graphic organizers with all student populations to assist with reading comprehension and decoding text structure. Research has demonstrated that visual tools are a viable instructional strategy that enables students to attain concepts and establish connections requisite for proficiency, and that they are an integral component of successful teachers' repertoires of instructional methodologies.

See the Menu on the left column at the top of this page for more sections in this case study on Learning Prep School in West Newton, Massachusetts.

return to the top

Download the Improving Reading Comprehension Through Visual Tools Thesis by Cynthia Manning

Thesis Summary (pdf file)

Complete Thesis (pdf file)




		Research - Case Studies Learning Prep School: Case Study Overview West Newton, Massachusetts Thesis Overview Reading comprehension in learning disabled students can be increased with the classroom implementation of visual tools. Student performance was measured using M U S reading scores before and after the introduction of Thinking Maps, i.e., a set of visual tools which are centered on the development of eight thinking processes. By integrating this common visual language throughout the school's curriculum, it was projected that more effective and efficient learning would be achieved. Assessment results indicated that reading comprehension was increased; it was also observed by classroom teachers that levels of performance rose overall in the following areas: concept attainment, reflective thinking, recall, retention, writing (quantity and quality), creativity, motivation, and cooperative learning skills. These findings are congruent with a multitude of research studies and support the position that student performance can be increased with the implementation of visual tools. An interview with the Learning Prep Director of Curriculum Cynthia Manning. Watch the video clip in Quicktime (7:14) Strategies for Improving Reading Comprehension Reading is the foundation for life-long learning. One must be able to master this skill in order to facilitate the learning process. Yet reading is simply not enough; one must be able to understand what one has read and be able to apply the newly acquired knowledge for the benefits to be fully realized. Since September 2002, student performance at this school has improved as demonstrated by an increase in vocabulary acquisition, concept attainment, an ability to make connections, and an ability to establish relationships. The students' overall learning process has been facilitated by the use of these visual tools. Using Thinking Maps, students have able to develop cognition and comprehension strategies in order that they may bridge the gap between current and projected abilities. As evidenced by the 2002 MACS Retest scores, Thinking Maps have proven to be an integral tool for students to retain and retrieve content, attain concepts, and forge connections. Teachers' fluency with Thinking Maps is tracked as well, to ensure that students are receiving the maximum benefit possible. The past thirty years have yielded a significant amount of research supporting the use of graphic organizers with all student populations to assist with reading comprehension and decoding text structure. Research has demonstrated that visual tools are a viable instructional strategy that enables students to attain concepts and establish connections requisite for proficiency, and that they are an integral component of successful teachers' repertoires of instructional methodologies. read more See the Menu on the left column at the top of this page for more sections in this case study on Learning Prep School in West Newton, Massachusetts. return to the top Download the Improving Reading Comprehension Through Visual Tools Thesis by Cynthia Manning Thesis Summary (pdf file) Complete Thesis (pdf file)