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Direct linkNarkon, Drue E.; Wells, Jenny C. – Preventing School Failure, 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…
Descriptors: Reading Comprehension, Reading Instruction, Elementary School Students, Learning Disabilities
Grünke, Matthias; Boon, Richard T.; Burke, Mack D. – International Journal for Research in Learning Disabilities, 2015
The purpose of this study was to illustrate the use of the randomization test for single-case research designs (SCR; Kratochwill & Levin, 2010). To demonstrate the application of this approach, a systematic replication of Grünke, Wilbert, and Calder Stegemann (2013) was conducted to evaluate the effects of a story map to improve the reading…
Descriptors: Foreign Countries, Reading Comprehension, Elementary School Students, Learning Disabilities
Stetter, Maria Earman; Hughes, Marie Tejero – Education and Treatment of Children, 2010
With the majority of students with learning disabilities (LD) having difficulties in reading, teachers at all grade levels need to incorporate comprehension strategies into their instruction to explicitly teach students with LD how to use the strategies to enhance their comprehension. One way for teachers to support students' comprehension of…
Descriptors: Reading Comprehension, Story Grammar, Reading Difficulties, Learning Disabilities
Download full textStagliano, Christina; Boon, Richard T. – Learning Disabilities: A Contemporary Journal, 2009
The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading…
Descriptors: Learning Disabilities, Elementary School Students, Grade 4, Instructional Materials
Faggella-Luby, Michael; Schumaker, Jean S.; Deshler, Donald D. – Learning Disability Quarterly, 2007
The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day…
Descriptors: Reading Comprehension, Reading Strategies, Reading Instruction, Instructional Effectiveness
Peer reviewedHagood, Barbara F. – TEACHING Exceptional Children, 1997
Discusses "story grammar" strategies, such as self-questioning, story maps, character and plot development, and comparison and contrast of similar stories, which can be used to help elementary students with learning disabilities or low-achieving students improve their reading and writing skills. Activities are described for each…
Descriptors: Elementary Education, Learning Disabilities, Low Achievement, Reading Instruction
Peer reviewedVallecorsa, Ada L.; deBettencourt, Laurie U. – Education and Treatment of Children, 1997
A study involving three males (age 13) with learning disabilities investigated the effectiveness of using story mapping for teaching elements of the story form. The instructional procedure positively affected the number of story elements included in students' recall of stories when they were explicitly taught to use it in reading. (Author/CR)
Descriptors: Educational Strategies, Intermediate Grades, Learning Disabilities, Maps
Peer reviewedDimino, Joseph A.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)
Descriptors: Elementary Education, High Risk Students, Instructional Effectiveness, Learning Disabilities
