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Foldables ™ and Reading Comprehension

Foldables ™ and Reading Comprehension. Katherine Rydzy. What is a Foldable™?. A Foldable™ is a three dimensional graphic organizer created from paper that assists students while learning.

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Foldables ™ and Reading Comprehension

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  1. Foldables ™ and Reading Comprehension Katherine Rydzy

  2. What is a Foldable™? • A Foldable™ is a three dimensional graphic organizer created from paper that assists students while learning. • It does not rely on photocopied templates, leaving students to apply their own structure to the organizer. • It has been proven to improve students’ attitude and facilitate learning (Casteel and Narkawicz, 2006).

  3. “Through the years there have been certain elements of continuity that never vanish-paper, pencils, scissors, and glue have always been available…” -Dinah Zike

  4. Benefits of Graphic Organizers • Helps students see the connections among different items of information (Davis and McPherson, 1989, Fisher, Zike, & Frey, 2007) • Consistent with our knowledge of brain-based learning and visual-kinesthetic learning styles (Fisher, Zike, & Frey, 2007) • Serve as a note taking aid because they allow students to externally store information (Katayama & Robinson, 2000)

  5. Additional Benefits: (Davis and McPherson, 1989) • Create active readers that self-monitor for comprehension • Integrate literal and implicit information • It has been proven that instruction in GOs improves comprehension, even when GO use has been discontinued

  6. Even More Benefits: (Kirylo, 2000) • Connects reading and writing as meaning making activities • Learning becomes more meaningful while rote instruction is reduced

  7. Elements of Effective Use • Students must be familiar with a variety of GO forms in order to select one that suits their needs in a given situation (Fisher, Zike, & Frey, 2007) • Forms should be concise, coherent, and coordinated (Mayer, et. al, 1996) • Connect prior knowledge and new knowledge • GO use should promote interaction among students (Kirylo & Millet, 2000)

  8. Casteel and Narkawicz Study (2006) • Followed the use of Foldables™ in a third grade social studies classroom using a quasi-experimental method • Findings: the use of Foldables™ brought about a positive increase in the affective domain for students while maintaining the same level of learning as a traditional approach to instruction.

  9. Anecdotal Notes from the Study: • Students began to apply the use of foldables across the curriculum without instruction to do so. • Teachers reported fewer discipline problems, higher student engagement, and better student attitudes when working with Foldables™. • All comments (from teachers and students) in relation to Foldables™ were positive.

  10. Sample Materials • Leftovers • MiniBook • Layered look book • Circle stand • Matchbox book

  11. Types of Folds Hamburger Hotdog Mountain Valley Shutter Burrito Taco

  12. Try it Out! • 1 Cut Book • Venn Diagram • Pyramid

  13. How could you use this in your classroom?

  14. Web Resources • www.dinah.com • www.dzacademy.com • http://foldables.wikispaces.com • http://www.catawba.k12.nc.us/C_i_resources/Foldables.htm (examples of student work) • http://www.mswinston.com/fold.pdf (PDF of a Foldables™ book

  15. References • Casteel, D.B., and Narkawicz, M.G. (2006). Effectiveness of Foldables™ Versus Lecture/Worksheet in Teaching Social Studies in Third Grade Classrooms. Forum on Public Policy. • Davis, Z.T., McPherson, M.D. (1989). Story map instruction: A road map for reading comprehension. The Reading Teacher, 43. 232-40. • Fisher, D., Zike, D., & Frey, N. (2007). Foldables: Improving Learning with 3-D Interactive Graphic Organizers. NCTE: Classroom Notes Plus. 1-12. • Katayama, A. D., & Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-133. • Kiryo, J.D., Millet, C.P. (2000). Graphic organizers: an integral component to facilitate comprehension during basal reading instruction. Reading Improvement, 37(4). 179-86. • Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88(1), 64-73.Zike, D. (1992). Big Book of Books. San Antonio: Dinah-Might Adventures, LP.

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