The Effect of Story Mapping Strategy Instruction on Reading Comprehension and Listening Comprehension of Elementary Students with Reading Disability

Hwang, Lee Lee; Park, Hyun Sook

ORIGINAL ARTICLE

Commun Sci Disord. 2004;9(2): 156-170.

Lee Lee Hwang^` , and Hyun Sook Park^`

황리리(Lee Lee Hwang)| 박현숙(Hyun Sook Park)

ABSTRACT

The purpose of this study was to test the effect of story mapping strategy instruction on the reading and listening comprehension of elementary students with reading disability. For this purpose, we selected 22 elementary students with reading comprehension difficulties, based on the results of the KEDI-WISC intelligence test, the word recognition subtest and the reading comprehension subtest of the Basic Academic Achievement Test. The students were divided into two groups, an experimental group with the story mapping strategy method and a control group with the general reading method. This experiment was conducted for 40 minutes each day for ten sessions. To test the effect of this experiment, a pretest, posttest, and maintenance test of both reading and listening comprehension were given. The reading and listening comprehension abilities were measured according to the story grammar components after each story had been read and listened to. ANCOVA was used to analyze the collected data utilizing reading comprehension pretest scores as covariates, and paired sample t-tests were used to test both generalization and maintenance effects. The results obtained from this study are summarized as follows. (1) The experimental group showed significantly higher performance in reading comprehension than the control group. (2) A significant difference was found between the pretest and posttest scores in listening comprehension of the experimental group, indicating that the improved reading comprehension was generalized to listening comprehension. (3) Improved reading comprehension was maintained and listening comprehension was continuously improved after instruction. Based on these results, it could be concluded that the story mapping strategy instruction is an effective method for improving reading and listening comprehension in elementary students with reading disability.