ERIC Number: EJ1069783
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder
Chavez, Jaime N.; Martinez, James; Pienta, Rachel S.
Journal of Pedagogy, v6 n1 p95-121 Jun 2015
The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students' reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen's d revealed that story mapping was successful in improving students' comprehension. On tests from the reading basal, students' scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.
Descriptors: Grade 3, Elementary School Students, Attention Deficit Hyperactivity Disorder, Reading Comprehension, Time on Task, Pretests Posttests, Reading Achievement, Instructional Effectiveness, Instructional Materials, Visual Aids, Concept Mapping, Standardized Tests, Reading Difficulties, Intervention, Scores
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A