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The Comparative Effects of a Modified Self-Questioning Strategy and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities. Taylor Webb & Laura Capps. Purpose. - PowerPoint PPT Presentation
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The Comparative Effects of a Modified
Self-Questioning Strategy and Story Mapping
on the Reading Comprehension of Elementary
Students with Learning Disabilities
Taylor Webb & Laura Capps
PurposeThe purpose of this study was to examine the
effects of story mapping, a modified self-questioning strategy, and no intervention on reading comprehension in elementary students with learning disabilities
DesignAlternating Treatments Design
Random assignment of story mapping, modified self-questioning and no interventionDrew slips of paper out of a hat
ControlThe period of “no intervention” served as a baseline
measure against which to measure change.
ParticipantsFive third through sixth graders with learning
disabilities (4 boys, 1 girl, ages 9–12) Michele, Leroy, and Michael were receiving
special education services in a resource room one period per day for reading and spent the rest of the day in general education classrooms
Justin and Joseph attended general education classes for all subjects, and received assistance from the special education teacher for one period per day in the regular classroom.
VariablesIndependent
Story Mapping“Creating a visual representation of the story by
writing the important elements on a graphic organizer” (Taylor, Alber & Walker, 2002)
Self-Questioning“Procedure in which students stop periodically while
reading to ask and answer questions related to the text” (Taylor, Alber & Walker, 2002)
Given list of generic questions, prompts for when to self-question and tape recorders to record answers
Variables (cont.)Dependent
Story Map Response AccuracyHow accurate was student-created map
Self-Questioning Response AccuracyHow accurate were answers given for 10
comprehension questions answered during readingReading Comprehension
How accurate were answers for 10 open-ended questions (5 literal, 5 inferential)
Accuracy of responses was determined by answer keys made before interventions were given
Data Collection MethodPermanent Product Recording
Collected story maps, responses to self-questions and responses to comprehension tests
Interobserver AgreementGeneral educator with 20 years of experience
scored 25% of story maps, self-questioning responses and comprehension tests
The rest was scored by researchersStory Mapping and Comprehension=100%Self-Questioning=98%
ResultsAccuracy of Story Maps and Self-Questioning
ResponsesHigh for all studentsSlightly higher in self-questioning
Accuracy of Reading ComprehensionMann Whitney U statistical test
No significant differences between self-questioning and story mapping
Significant differences between self-questioning and no intervention
Significant differences between story mapping and no intervention
DiscussionBoth strategies are effective for increasing
reading comprehension.No statistical significance but most students
scored slightly higher on comprehension when in self-questioning condition
CitationTaylor, L., Alber, S., & Walker, D. (2002). The
Comparative Effects of a Modified Self-Questioning and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities. Journal of Behavioral Education, (11)2, 69-87.