Mapping a path to understanding: Supporting the comprehension of narrative text for students with learning disabilities and typically developing peers
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Reading is essential for academic success, life skills, and social inclusion. Although an extensive amount of literature is available to support effective strategy instruction for students with Learning Disabilities (LD) in the area of reading, there is still a need for more research in reading strategies to use in an inclusive setting including typically developing peers, and the use of computer-based learning. Targeting struggling readers in the primary grades and providing effective strategy based instruction, reduces the achievement gap in upper elementary and middle school grades. This study investigates the use of computer-based story mapping as a form of reading comprehension instruction for struggling emergent readers with LD as well as typically developing peers in an inclusive setting. Using a multiple baseline design, second grade learners were expected to silently read a short leveled based text, complete a story map, and respond to comprehension questions using computer-based materials in an inclusive setting. During the computer-based story mapping instructional treatment, participants were provided with digitized text, a digital story map form, and a digital sentence completion task. Findings included: improvements in reading comprehension accuracy on a 8 item quiz, relatively equal performance between groups in efficiency and overall a general acceptance of the computer based story mapping tool by participants.