Graphic organizers as a strategy in reading comprehension: A systematic review
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Abstract
This study aimed to synthesize recent evidence on the use of graphic organizers as a strategy to improve reading comprehension in educational contexts. It was conducted as a descriptive systematic review, following the PRISMA 2020 guidelines. The search was primarily performed in Scopus and included articles published between 2020 and 2025 in English and Spanish. Of the 112 records identified, 13 studies met the inclusion criteria. Experimental, quasi-experimental, pre-experimental, mixed, and educational development designs were considered, ranging from primary school to university level. The synthesis was narrative and organized around three axes: methodological characteristics, types/functions of organizers such as concept maps, mind maps, hierarchical diagrams, and digital formats, and effects on comprehension. The results reported significant improvements in literal and inferential dimensions, information integration and retention, as well as increases in motivation and self-regulation; several studies showed statistically robust effects and sustained benefits in writing and text organization. It was concluded that graphic organizers constituted an effective and versatile strategy for strengthening reading comprehension and associated skills at various levels and modalities (face-to-face, virtual, and inclusive). Limitations identified included the prioritized time frame and population base, the heterogeneity of designs, and the absence of meta-analysis. Comparative and longitudinal studies with standardized measures were recommended
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