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

• Authors: Jaime N. Chavez , James Martinez , Rachel S. Pienta
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

reading comprehension; story mapping; special education; special education; Attention Deficit Hyperactivity Disorder

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2015
• Volume: 6
• Issue: 1
• Pages: 95-121

Dates

published

2015-06-01

online

2015-07-24

Contributors

author

Jaime N. Chavez

• Muscogee County Schools Georgia USA

author

James Martinez

• 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

author

Rachel S. Pienta

• 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

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Identifiers

DOI

10.1515/jped-2015-0006