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ERIC Number: ED574395
Record Type: Non-Journal
Publication Date: 2017-Apr-27
Pages: 35
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: N/A
The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading Comprehension of Students with Learning Disabilities
Alturki, Nada
Online Submission
The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to identify the five main areas for recording a narrative story: setting, characters, problem, solution, and opinion. This strategy can also help students to visualize the connection between the ideas, and the teachers can have the advantages from the Group Story-Mapping Strategy to determine the strengths and weaknesses of their students' reading comprehension. Four participants from sixth-grade class were selected to participate in this study. This research used a post-test-only design implementing a control group and an experimental group. Three data collection devices were used to determine the effectiveness of using group story-mapping to improve reading comprehension of students with learning disabilities. The result of this study showed that using the Group Story-Mapping Strategy helped students with learning disabilities to comprehend the text more easily. An appendix contains the survey about comprehension skills that was provided to the control group and the experimental group. [This Action Research Proposal was presented to the Graduate Program in partial fulfillment of the requirements for the Degree of Masters in Special Education, Southern Illinois University, Edwardsville.]
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A