This study investigated the effect of story mapping program on the comprehension and story construction ability of students with autistic disorder. In particular, it determined the effect of story mapping on comprehension, story construction ability, and changes in average cluster length. The study ...
This study investigated the effect of story mapping program on the comprehension and story construction ability of students with autistic disorder. In particular, it determined the effect of story mapping on comprehension, story construction ability, and changes in average cluster length. The study selected 3 autistic students who were literate but felt difficult to comprehend and construct stories from a children development center in Daejeon. Twice a week, there were 40-minute experiments from February 9th, 2015 to April 28th, 2015. For the baseline phase, researchers conducted a comprehension test and a story construction test after reading the prepared stories, analyzed the recordings of story retold by the students, and calculated the average cluster length. For the intervention phase, researchers trained the students to read stories and to construct story maps, tested their comprehension and story construction ability, and then calculated the average cluster length. The maintenance phase was identical to the baseline phases. For story mapping, researchers led the students to read stories and to construct story maps by their own based on the interaction with researchers. For the analysis on the results, the comprehension evaluation forms were used to investigate the changes in comprehension. For the intervention phase, the recordings of students’ readings were used to analyze their story construction ability and average cluster length. The results of this study are as follows. First, the story mapping was effective in comprehension. It helped the students show better factual comprehension performance and inferential comprehension performance. Second, the story mapping was effective in story construction. Although there were differences among components of story, the story mapping was effective in improving the construction of story components. Third, the story mapping training was effective in improving the average cluster length. Both the C-unit of all the students and the average cluster length of each C-unit were improved. Overall, the story mapping was positively effective in improving comprehension, story construction ability, and average cluster length of students with autistic disorder.
This study investigated the effect of story mapping program on the comprehension and story construction ability of students with autistic disorder. In particular, it determined the effect of story mapping on comprehension, story construction ability, and changes in average cluster length. The study selected 3 autistic students who were literate but felt difficult to comprehend and construct stories from a children development center in Daejeon. Twice a week, there were 40-minute experiments from February 9th, 2015 to April 28th, 2015. For the baseline phase, researchers conducted a comprehension test and a story construction test after reading the prepared stories, analyzed the recordings of story retold by the students, and calculated the average cluster length. For the intervention phase, researchers trained the students to read stories and to construct story maps, tested their comprehension and story construction ability, and then calculated the average cluster length. The maintenance phase was identical to the baseline phases. For story mapping, researchers led the students to read stories and to construct story maps by their own based on the interaction with researchers. For the analysis on the results, the comprehension evaluation forms were used to investigate the changes in comprehension. For the intervention phase, the recordings of students’ readings were used to analyze their story construction ability and average cluster length. The results of this study are as follows. First, the story mapping was effective in comprehension. It helped the students show better factual comprehension performance and inferential comprehension performance. Second, the story mapping was effective in story construction. Although there were differences among components of story, the story mapping was effective in improving the construction of story components. Third, the story mapping training was effective in improving the average cluster length. Both the C-unit of all the students and the average cluster length of each C-unit were improved. Overall, the story mapping was positively effective in improving comprehension, story construction ability, and average cluster length of students with autistic disorder.
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