The Comparative Effects of a Modified Self-Questioning Strategy and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities |
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| Authors: | Lorie K. Taylor Sheila R. Alber David W. Walker |
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| Affiliation: | (1) Department of Curriculum, Instruction, and Special Education, University of Southern Mississippi, Hattiesburg, MS;(2) Department of Curriculum, Instruction, and Special Education, University of Southern Mississippi, Hattiesburg, MS;(3) Department of Curriculum, Instruction, and Special Education, University of Southern Mississippi, Hattiesburg, MS |
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| Abstract: | An alternating treatments design was used to examine the effects of story mapping, a modified self-questioning strategy, and no intervention on literal and inferential reading comprehension of elementary students with learning disabilities. Immediate post-tests indicated that students attained significantly greater comprehension in the self-questioning and story mapping conditions over no intervention. Although students attained similarly high levels of overall comprehension when they used story mapping and self-questioning, students scored slightly higher on inferential comprehension questions in the self-questioning condition. Additionally, 4 out of the 5 students indicated a preference for the self-questioning strategy. |
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| Keywords: | story mapping self-questioning reading comprehension learning disabilities |
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