EFFECTIVE USE OF GRAPHIC ORGANIZERS IN 3RD–4TH GRADE NATIVE LANGUAGE LESSONS

Authors

  • Abduganiyeva Gavxaroy Axmadali kizi 1st year master's student at Namangan state pedagogical institute

Keywords:

graphic organizers; 3rd grade; 4th grade; native language instruction; concept mapping; visual learning; elementary literacy.

Abstract

 This article examines the effective use of graphic organizers in 3rd–4th grade native language lessons. Drawing on cognitive learning theory and empirical studies, it explores how visual tools such as mind maps, Venn diagrams, Tcharts, and fishbone (causeandeffect) diagrams can foster analytical thinking, strengthen comprehension, and support the organization of ideas in young learners. Practical guidelines for selecting and implementing appropriate organizers are provided, along with examples of classroom activities tailored to the developmental level of 8–10yearolds. The findings suggest that integrating graphic organizers systematically into lesson planning enhances students’ engagement and deepens their understanding of narrative and expository texts.

Downloads

Download data is not yet available.

References

Anderson, R. C. (1984). Role of the reader’s schema in comprehension, learning, and memory. Hillsdale, NJ: Erlbaum.

Bisland, B. M. (2004). Mind mapping for improved comprehension and retention. Journal of Educational Psychology, 96(4), 753–759.

Chen, I. Y. L., & Wajnryb, R. (2012). The effect of mind mapping on reading comprehension and vocabulary retention. Language Teaching Research, 16(1), 45–64.

Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210.

Fisher, D., & Frey, N. (2014). Better learning through structured teaching. Alexandria, VA: ASCD.

Heidmann, F. A., & Stunkel, C. B. (2004). Graphic organizers in the classroom: A guide for teachers and curriculum planners. Thousand Oaks, CA: Corwin Press.

Kim, A. H., & Fontichiaro, K. (2017). Graphic organizers that make thinking visible. Chicago, IL: American Library Association.

Lopez, M., & Green, J. (2015). Using fishbone diagrams to improve narrative writing in third grade. Elementary School Journal, 116(2), 278–292.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, UK: Cambridge University Press.

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A metaanalysis. Review of Educational Research, 76(3), 413–448.

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.

Downloads

Published

2025-04-22

How to Cite

Abduganiyeva Gavxaroy Axmadali kizi. (2025). EFFECTIVE USE OF GRAPHIC ORGANIZERS IN 3RD–4TH GRADE NATIVE LANGUAGE LESSONS. Journal of Applied Science and Social Science, 15(04), 390–395. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/978

Issue

Vol. 15 No. 04 (2025): Volume 15 Issue 04

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.