IDENTIFIERS *Story Mapping

To demonstrate that a proven story mapping technique for teaching learning disabled, poor comprehenders could be used to improve the comprehension of groups of normal children as well as learning disabled and low-achieving children, heterogeneous groups of third and fourth graders, including five learning disabled and low achieving students, were taught to use a story mapping strategy. A multiple baseline design across two groups was used to demonstrate group control. A model-lead-test teaching paradigm was used to shape comprehension responses to a level of independence, without teacher assistance. The three major findings of the intervention study were that (1) both experimental groups improved on daily story comprehension as a result of learning to use a story mapping technique, (2) all five low achieving and learning disabled children showed similar improvement, and (3) the progress of the normall