Using Story Grammar to Assist Students With Learning Disabilities and Reading Difficulties Improve Their Comprehension
Education & Treatment of Children
Stetter, M. E., & Hughes, M. T. (2010).
Education & Treatment of Children, 33(1), 115-151.
This review investigates the effect of story grammar intervention on narrative text comprehension in school-age students with learning disabilities.
Not stated
1960-2008
Experimental study designs; quasi-experimental study designs
22
Eighteen of 22 studies were identified to address the effects of story grammar treatments. Overall, the findings suggest that story grammar treatments improve the reading comprehension skills of children with learning disabilities.
Three studies examined the use of modeling strategies and found that modeled instruction had a positive effect on the reading comprehension skills of students, especially older students, with learning disabilities.
Five studies also found that the incorporation of metacognitive strategies (i.e., self-regulation strategies) as part of the reading treatment improved reading comprehension skills for children with learning disabilities.
The majority of studies (10/18) examined the effects of graphic organizers (i.e., story mapping) to improve reading skills of students with learning disabilities. The findings demonstrated beneficial effects of story mapping on reading comprehension of narrative text for students with learning or reading disabilities.
