fateme chitsaz; Kaazem Barzegar bafroie; Maryam zare
Abstract
Abstract
The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade ...
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Abstract
The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations. The research findings showed that six reading skills improved in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.
Extended Abstract
Introduction
Learning disorders are a common issue that children face, hindering their ability to learn and acquire crucial life skills (Rangebar et al., 2018). Reading is a vital skill that students should master at a young age as it increases their knowledge and enables them to continue their education later in life. Additionally, it strengthens social connections (Royanto, 2012). Students with reading problems often struggle with phonology, word decoding, fluency, and reading comprehension. This affects their education, learning, self-esteem, physical and mental health, and puts additional pressure on families and education officials, including teachers and school administrators. Therefore, therapeutic interventions are necessary in this field. The present study aims to investigate the effectiveness of teaching story mapping strategies and reading comprehension in improving the reading skills of students with reading problems.
Literature Review
The story mapping strategy is a method that directs individuals' attention to the relevant elements of a story through a specific structure. The outlines for a story map serve as a guide for important information in the narrative. These outlines serve to engage children with the story and provide them with context. The review is organized under these subheadings.
Overall, the research suggests that the story mapping strategy can be an effective tool for improving students' reading comprehension and engagement with the story. It can be particularly beneficial for students with learning or language difficulties, as well as those with attention deficit hyperactivity disorder. Additionally, the use of mobile software and survey techniques can further enhance the effectiveness of this strategy. By providing students with a clear structure for understanding and organizing the elements of a story, educators can help them develop stronger comprehension skills and become more confident readers.
Methodology
This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations.
Results
The research findings showed that six reading skills improved, in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed, to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.
Conclusion
According to the findings, in order to answer the research question, in each participant (3 male students), out of ten reading skills that were measured by the Nama test, six skills have improved in the first and third participant, and eight skills have improved in the second subject. All three participants in the sub-tests of rhyme, word comprehension, and elimination of sounds, letter signs and category signs jointly achieved significant growth and change in these skills. In addition, in the first and second participants, reading non-words has become meaningful, and in the second and third participants, understanding the text has become meaningful; that these changes were caused by teaching story mapping strategies and reading comprehension. Teaching story mapping and reading comprehension strategies can be used as an effective educational program to improve the reading skills of students with reading problems.
Keywords: Comprehension Strategy, Reading Problems, Reading Skills, Story Mapping.