Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism

Abstract

In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms.

Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students With Autism Spectrum Disorder

“…The use of visual supports may help by making the story structure explicit, displaying the story structure in a salient manner, and providing opportunities to demonstrate how conclusions can be drawn from the text visually. Some support for using story mapping can be found in a study by Stringfield et al (2011) who investigated the effects of a story map on the text comprehension of three male elementary students as measured by Accelerated Reader (AR) quizzes. Participants independently read AR books at their reading level and completed story maps that focused on six story elements.…”

Reading comprehension intervention for high-functioning children with autism spectrum disorders

“…Thus, students should be taught to set reading comprehension goals before reading, monitor their comprehension progress while reading and evaluate/reflect upon their progress outcomes (Spörer & Schünemann, 2014). Van Riper (2010) elicited positive reading comprehension outcomes for middle school-aged students using a metacognitive approach known as Directed Reading-Thinking Activity (Stauffer, 1976). This multi-strategy procedure consisted of discussing unknown words, activating background knowledge with the aid of a graphic organiser, making predictions and ongoing discussions throughout reading.…”

Processos de Leitura em Educandos com Autismo: um Estudo de Revisão

“…Organizadores gráficos, como mapas conceituais, mapas de argumento, mapas de histórias e mapas mentais, são outros recursos descritos em pesquisas que favorecem a compreensão leitora para populações com autismo HANLINE, 2008;VAN RIPER, 2010;STRINGFIELD;LUSCRE;GAST, 2011). Os mapas conceituais, como salientam Souza e Boruchovitch (2010), servem como ferramenta metacognitiva, auxiliando o aluno a planejar, monitorar e regular seus pensamentos e ações.…”

“…Considerando o bom processamento visual que pessoas com TEA tipicamente apresentam, é plausível pensar que um recurso que integra signos linguísticos (escritos) e imagéticos, como os organizadores gráficos, possa favorecer a compreensão leitora. Stringfield et al (2011) avaliaram o uso de mapa de histórias na compreensão leitora de três alunos com autismo de alto funcionamento. De forma específica, o referido recurso foi delineado para auxiliar na identificação dos eventos importantes de uma história, assim como nas relações de causalidade descritas no texto.…”