Use of Text Maps to Improve the Reading Comprehension Skills among Students in High School with Emotional and Behavioral Disorders

Abstract

The purpose of this study was to examine the efficacy of text mapping as a strategy for improving the reading comprehension skills, of four high school students with emotional and behavioral disorders (EBD) in a self-contained freshman technical language arts classroom. Using a multiple baseline design across participants, each student received individualized training in the purpose, use, and completion of both the teacher and student-generated text maps. During the first intervention phase, students read a passage and completed a teacher-generated text map, whereas in the second intervention phase, the students created their own text maps for the passages. The study consisted of 20 text passages and was completed over a period of 28 days. Dependent measures included a 10- to 20-item production fill-in-the-blank comprehension test to assess the effectiveness of the intervention. Results indicated that both the teacher and student-generated text maps were effective in improving comprehension scores for all four students with EBD. Limitations of the study; implications for secondary classroom teachers, both general and special education; and future research questions are discussed.

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