The effects of story mapping on the comprehension skills of students with attention deficit hyperactivity disorder

Date of Award

2012

Degree Name

M.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Advisor: Sawyer Hunley

Abstract

The present study examines the use of story maps to improve reading comprehension skills of six fourth grade students diagnosed with attention-deficit/hyperactivity disorder (ADHD). Previous research has indicated story maps aid several of the reading deficits often associated with ADHD, yet limited research has investigated whether story mapping increases comprehension skills for this population. The present study also examines whether the effects of story mapping will be maintained after the intervention is discontinued. The participants' comprehension levels were evaluated using DIBELS Oral Reading Fluency and Story Retell measures and the AIMSweb Maze measure. An analysis of the data is expected to reveal that story mapping increases comprehension skills for students with ADHD and that this effect is maintained after the intervention is discontinued. Limitations of the results and implications for future research are discussed.

Keywords

Attention-deficit hyperactivity disorder Education Case studies, Reading (Elementary) Case studies, Special education Case studies, Reading comprehension Study and teaching (Elementary)

Rights Statement

Copyright © 2012, author

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