Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

Abstract

The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall TAU-U effect sizes (.94) showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.

Examining the Effectiveness of Thinking Maps Usage by Analysing Students' Achievement in Mathematics Subject

“…However, the achievement of students who followed the traditional learning method also showed an improvement in the post-test but not as good as the improvement shown by the students of the experimental group who followed learning using thinking maps. The findings of this study are supported by studies conducted by Calvin and Gray [5] which found that the mean achievement of pupils in the experimental group was higher than the mean achievement of pupils who were taught traditionally. Figure 2 shows the activities and results of the student's work for the group involved in learning using thinking maps.…”

“…This research revealed that pupils in the experimental group were eligible to maintain lengthier memories since the educators' usage of the thinking maps teaching technique assisted them in translating thinking map patterns into writing. Thinking maps allow pupils to connect their thinking with their studied topics, making the learning process clearer and more systematic [5,19]. Therefore, thinking maps can be perceived as a teaching method that can help to improve student achievement.…”

“…Furthermore, using thinking maps also positively affected pupils with learning difficulties in reading comprehension [5]. Reading comprehension scores showed improvement after treatment using multiple bubble maps given to pupils.…”

Research on graphic design based on mind mapping method--The example of traditional Chinese local opera, the Qin Qiang

“…This type of map is often used to define the attributes or corresponding connections of things, helping people to add depth and variety to their portrayal of a thing when writing or expressing it. Double Bubble Map [29]: A double bubble map, also known as a Venn diagram, combines two bubble maps to show related topics and to compare and contrast the differences between the two topics separately. double bubble map is actually a variation of bubble map, which makes it easier to expand thinking if there are two or more topics.…”

Improving Expository Text Comprehension in Adolescent Spanish–English Bilingual Learners With Learning Disabilities Using a Graphic Organizer

“…Two additional studies used SCDs to investigate the effects of graphic organizers on the reading comprehension of upper elementary and middle school bilingual learners and students with LD. Calvin and Gray (2022) provided explicit instruction on the use of a graphic organizer of seventh-and eighth-grade Spanish-English bilingual students (n = 3) reading compare and contrast expository texts. The intervention took place over 12 one-hour sessions and was taught by trained undergraduate research assistants (RAs).…”