NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023440
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1045-988X
Improving Reading Comprehension for Elementary Students with Learning Disabilities: UDL Enhanced Story Mapping
Narkon, Drue E.; Wells, Jenny C.
Preventing School Failure, v57 n4 p231-239 2013
Story mapping is an effective visual strategy to enhance comprehension of narrative text in students, with or without disabilities. This article demonstrates how instruction can be designed using principles of universal design for learning with the evidence-based story-mapping strategy to improve reading comprehension for elementary students with a reading disability. Applying the principles of universal design for learning in the instructional design of a story-mapping lesson increases accessibility and removes barriers to engagement and interaction experienced by students with learning disabilities who have reading and writing challenges. An illustration of the planning and delivery of a universal design for learning enhanced story-mapping lesson that fits into the classroom schedule in inclusive general education or special education classrooms is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A