Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities

Autor/inn/en	Grünke, Matthias; Wilbert, Jürgen; Stegemann, Kim Calder
Titel	Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 11 (2013) 2, S.51-64 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Case Studies; Reading Comprehension; Mental Retardation; Children; Early Adolescents; Intervention; Visual Stimuli; Learning Strategies; Inferences; Computation; Effect Size; Regression (Statistics); Foreign Countries; Grade 5; Elementary School Students; Grade 8; Special Schools; Story Reading; Instructional Materials; Maps; Instructional Effectiveness; Germany + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Leseverstehen; Geistige Behinderung; Child; Kind; Kinder; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inference; Inferenz; Regression; Regressionsanalyse; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Special school; Sonderschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Map; Karte; Unterrichtserfolg; Deutschland
Abstract	This single-case study examined the effects of a graphic organizing strategy on the ability of children to improve their text comprehension abilities. Participants were six students between ten and fourteen years old with major problems in understanding what they read. The intervention intended to teach them to visually highlight key elements of a passage, and thus, to deepen their understanding of it (story mapping). An AB multiple baseline design across subjects was applied. The intervention points were randomly determined within a preset range for each participant. In accordance with the emerging trend to apply inferential statistics as a supplement to visual inspection and the calculation of effect size measures, a randomization test and a piecewise regression procedure were used to analyze the data. Results suggested that the story mapping technique was very benefi cial in improving reading comprehension of struggling learners. The potentials of the intervention as well as of the statistical tests in analyzing data from single-case studies are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06