USE OF STORY-MAPPING TO INCREASE THE STORY-GRAMMAR TEXT…精选.pdfVIP

USE OF STORY-MAPPING TO INCREASE THE STORY-GRAMMAR TEXT COMPREHENSION OF ELEMENTARY STUDENTS WITH LEARNING DISABILITIES Tori Boulineau, Cecil Fore III, Shanna Hagan-Burke, and Mack D. Burke Abstract. This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the effect of story-map instruction on student participants’ comprehension of story- grammar elements was monitored. Positive results were observed, and maintenance probes suggested that the effects of the inter- vention maintained after the treatment was withdrawn. Tori Boulineau, M.Ed., is a special education teacher, Georgia. Cecil Fore III, Ph.D., is an assistant professor, University of Georgia. Shanna Hagan-Burke, Ph.D., is an assistant professor, University of Georgia. Mack D. Burke, Ph.D., is an assistant professor, University of Georgia. Learning disabilities (LD) represent one of the fastest 1998). Teachers often make decisions and implement growing and largest classification areas within special practices based on their preservice training experiences education. One hallmark characteristic used to aid and what they believe to be effective. Accordingly, identification of LD is a significant discrepancy be