ERIC Number: ED265524
Record Type: Non-Journal
Publication Date: 1985-Dec
Reference Count: N/A
The Effects of Training in Story Mapping Procedures on the Reading Comprehension of Poor Readers. Technical Report No. 352.
Idol-Maestas, Lorna; Croll, Valerie J.
To determine whether story mapping would improve reading comprehension, five intermediate grade students with mild learning handicaps and poor comprehension were prepared to use story mapping procedures as a schema-building technique. As they were reading, students learned to identify the setting, problem, goal, action, and outcome of narrative stories. The primary dependent measure was a set of responses to ten explicit and implicit comprehension questions. Secondary dependent measures were length of story retell, a comparison of story retell responses to comprehension question responses, standardized reading tests, generalization probes, and listening comprehension. Results showed performance of all five students improved on most of the dependent measures. Four students demonstrated increased ability to answer comprehension questions, maintained performance after intervention, and increased tendency to mention story mapping components in their story retells. The remaining, and much slower, student improved marginally on most measures, despite the fact that his slow progress did not enable him to complete a maintenance phase. Three students' performance also improved on comprehension of more difficult classroom reading materials. Five pages of references, and tables and graphs are appended. (Author/HOD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.