<abstract xmlns="http://www.w3.org/1999/xhtml"><p> 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.</p></abstract>

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.

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

Valdosta State University James L. and Dorothy H. Dewar College of Education Department of Middle, Secondary, Reading, and Deaf Education 1500 North Patterson Street Valdosta GA 31698 USA

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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...

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

Publié en ligne: 24 juil. 2015

Pages: 95 - 121

DOI: https://doi.org/10.1515/jped-2015-0006

Mots clés
reading comprehension, story mapping, special education, special education, Attention Deficit Hyperactivity Disorder

© by Jaime N. Chavez

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

Publié en ligne: 24 juil. 2015

Pages: 95 - 121

DOI: https://doi.org/10.1515/jped-2015-0006

Mots clésreading comprehension, story mapping, special education, special education, Attention Deficit Hyperactivity Disorder

© by Jaime N. Chavez

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
reading comprehension, story mapping, special education, special education, Attention Deficit Hyperactivity Disorder