Story Mapping: A Way to Enhance Comprehension Skills with Expository Text Passages in Elementary School Students with Reading Problems

This article constitutes a replicate of a previous study conducted by Stagliano and Boon (2009). Its purpose was to investigate the use of story-mapping to increase the reading comprehension skills in elementary-age students with reading difficulties. Using a multiple-probe research design, three children were trained to adopt a story map to acquire the learning of specific story grammar elements from expository reading passages. After reading the texts, the students completed a comprehension measure to assess their learning of the essential story elements. Results showed that the story mapping procedure proved to be beneficial to each of the three children to enhance their comprehension skills. Limitations, implications for practice, and future directions are discussed.