Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities

被引：50

作者：

Boulineau, T ^{[1
]}

Fore, C ^{[1
]}

Hagan-Burke, S ^{[1
]}

Burke, MD ^{[1
]}

机构：

[1] Univ Georgia, Athens, GA 30602 USA

来源：

LEARNING DISABILITY QUARTERLY | 2004年 / 27卷 / 02期

关键词：

D O I：

10.2307/1593645

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the effect of story-map instruction on student participants' comprehension of story-grammar elements was monitored. Positive results were observed, and maintenance probes suggested that the effects of the intervention maintained after the treatment was withdrawn.

引用

页码：105 / 121

页数：17