Story Mapping Used to Support Struggling Readers and Writers with Behavioral Concerns

摘要

This study examines the use of story mapping to help students with Emotional and Behavior Disorders. Story mapping is a strategy used while reading that helps students to think and write about the story in an organized and focused manner. This study was conducted during the school day and the two students were pulled out for a half an hour a day on nine occasions. The students took turns reading from books on their instructional level and would fill in the components of the story map. Their retelling abilities were assessed using the Qualitative Reading Inventory (QRI) before beginning work with the story maps and assessed using the same level text with the QRI at the end of the intervention using the story maps. Throughout the intervention the students became more willing to work with the story maps and were providing more detailed information for each element and the retelling abilities of both students increased.