The Comparative Effects of a Modified

Self-Questioning Strategy and Story Mapping

on the Reading Comprehension of Elementary

Students with Learning Disabilities

Taylor Webb & Laura Capps

PurposeThe purpose of this study was to examine the

effects of story mapping, a modified self-questioning strategy, and no intervention on reading comprehension in elementary students with learning disabilities

DesignAlternating Treatments Design

Random assignment of story mapping, modified self-questioning and no interventionDrew slips of paper out of a hat

ControlThe period of “no intervention” served as a baseline

measure against which to measure change.

ParticipantsFive third through sixth graders with learning

disabilities (4 boys, 1 girl, ages 9–12) Michele, Leroy, and Michael were receiving

special education services in a resource room one period per day for reading and spent the rest of the day in general education classrooms

Justin and Joseph attended general education classes for all subjects, and received assistance from the special education teacher for one period per day in the regular classroom.

VariablesIndependent

Story Mapping“Creating a visual representation of the story by

writing the important elements on a graphic organizer” (Taylor, Alber & Walker, 2002)

Self-Questioning“Procedure in which students stop periodically while

reading to ask and answer questions related to the text” (Taylor, Alber & Walker, 2002)

Given list of generic questions, prompts for when to self-question and tape recorders to record answers

Variables (cont.)Dependent

Story Map Response AccuracyHow accurate was student-created map

Self-Questioning Response AccuracyHow accurate were answers given for 10

comprehension questions answered during readingReading Comprehension

How accurate were answers for 10 open-ended questions (5 literal, 5 inferential)

Accuracy of responses was determined by answer keys made before interventions were given

Data Collection MethodPermanent Product Recording

Collected story maps, responses to self-questions and responses to comprehension tests

Interobserver AgreementGeneral educator with 20 years of experience

scored 25% of story maps, self-questioning responses and comprehension tests

The rest was scored by researchersStory Mapping and Comprehension=100%Self-Questioning=98%

ResultsAccuracy of Story Maps and Self-Questioning

ResponsesHigh for all studentsSlightly higher in self-questioning

Accuracy of Reading ComprehensionMann Whitney U statistical test

No significant differences between self-questioning and story mapping

Significant differences between self-questioning and no intervention

Significant differences between story mapping and no intervention

DiscussionBoth strategies are effective for increasing

reading comprehension.No statistical significance but most students

scored slightly higher on comprehension when in self-questioning condition

CitationTaylor, L., Alber, S., & Walker, D. (2002). The

Comparative Effects of a Modified Self-Questioning and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities. Journal of Behavioral Education, (11)2, 69-87.