The Effects of Reading Intervention Using Graphic Organizers Application on the Reading Comprehension of Students with Borderline Intellectual Functioning

The purpose of this study is to examine the effects of reading interventions using mobile graphic organizers on the reading comprehension of students with borderline intellectual functioning. The participants were three first-year male middle school students living in Seoul, and a multiple baseline design across subjects was used. The graphic organizer application utilized in this study was Xmind. When teaching the five steps of using graphic organizers to students, the instructional procedure followed teaching strategies including the introduction and demonstration phase, teacher-led practice phase, and independent performance The results of the study indicated that reading interventions using graphic organizers were effective in improving the reading comprehension of students with borderline intellectual functioning, and the effects were maintained even after the intervention ended. Furthermore, the mobile-based reading intervention had a positive effects on the reading attitudes of these students. Lastly, the limitations of the study were discussed, and based on these limitations, suggestions were made for expanding interventions using mobile graphic organizers and conducting follow-up studies with various text structure types.