1. 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

2. Purpose
The 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

3. Design Alternating Treatments Design
Random assignment of story mapping, modified self- questioning and no intervention
Drew slips of paper out of a hat
Control
The period of “no intervention” served as a baseline measure against which to measure change.

6. Participants
Five 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.

7. Variables Independent Story Mapping Self-Questioning
“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

9. Variables (cont.) Dependent Story Map Response Accuracy
How accurate was student-created map
Self-Questioning Response Accuracy
How accurate were answers given for 10 comprehension questions answered during reading
Reading 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

10. Data Collection Method
Permanent Product Recording
Collected story maps, responses to self-questions and responses to comprehension tests
Interobserver Agreement
General educator with 20 years of experience scored 25% of story maps, self-questioning responses and comprehension tests
The rest was scored by researchers
Story Mapping and Comprehension=100%
Self-Questioning=98%

11. Results Accuracy of Story Maps and Self-Questioning Responses
High for all students
Slightly higher in self-questioning
Accuracy of Reading Comprehension
Mann 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

12. Discussion
Both strategies are effective for increasing reading comprehension.
No statistical significance but most students scored slightly higher on comprehension when in self-questioning condition

13. Citation
Taylor, 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,