Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

Abstract

The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.

The Effects of Story Mapping and Hortatory Exposition Techniques on Students’ Compositions

“…The results of this study are in line with the outcomes of the studies of Okari [29], Allo et al [1], Chavez et al [57], Tabatabaei and Radi [72], and Boulineau et al [73], all of which revealed the significant effects of using story mapping in teaching writing skills.…”

“…The most graphic organizer used in investigating its effect on EFL students' writing development is the mind-mapping technique. Recently, Suprayogi et al [50], Indrawati [51], Usman et al [52], Fu et al [45], Latifah [53], Cope et al [47], Berendsen et al [54], Ynda et al [55], Yuliana [56], Chavez et al [57], Boon et al [58], and Johana [59] investigated the effect, the role, the significance of story mapping in developing, improving, and promoting EFL students' writing skills and abilities in writing all kinds of composition and essay (narrative, descriptive argumentative, expository, cause and effect, and analytical). The selection of the mind mapping technique in this study was based on its positive significance on students' writing performance.…”

Yabancı Dil olarak Dijital Türkçe Öğretim Teaching Digital Turkish as a Foreign Language

“…Grafik örgütleyiciler, yazma eğitiminde temelde fikir üretmek, üretilen fikirleri bağlamsallaştırmak ve düzenlemek için kullanılan eğitsel araçlardır. Birçok araştırmada yazma becerilerini geliştirmeye katkı sağladığı ortaya konulan (Beydoğan, 2011;Hart, 2020;Sidekli, 2013;Ibnian, 2010;Maltepe & Gültekin, 2020;Kurniawan vd., 2020;Tağa, 2013;Uysal & Sidekli, 2020) bu araçlar; yazma öncesi planlama sürecinde, türe özgü yazma becerilerinin geliştirilmesinde ve özetleme çalışmalarında yaygın olarak işe koşulmaktadır.…”