Abstract

The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was conducted for determining studies that implemented the story-mapping strategy. As a result of the review, 13 single-case experimental design (SCED) studies that met the inclusion criteria were analyzed using the design standards that were developed by Kratochwill et al. At the end of the visual analysis, the effect size of seven (7) SCED studies that were determined to have evidence of a strong/moderate effect was calculated by using Tau U. These studies were also evaluated with the quality indicators that were developed by Horner et al. The results of the study revealed that the story-mapping strategy was an evidence-based and very effective strategy (the weighted aggregated Tau U = 0.88; 95% confidence interval [CI] = [77.2%, 99.5%]) in developing narrative text comprehension skills in certain students with disabilities. It was also found that the story mapping strategy is an effective strategy for certain disability categories within certain conditions.

摘要

本研究的目的是确定用于发展残疾学生叙事文本理解技能的故事映射策略是否是一种基于证据的策略，并评估被认为对阅读理解有效的调节变量。为此，进行了系统的文献综述，以确定实施故事映射策略的研究。作为审查的结果，使用 Kratochwill 等人制定的设计标准分析了 13 项符合纳入标准的单例实验设计 (SCED) 研究。在视觉分析结束时，使用 Tau U计算七 (7) 项被确定具有强/中度效应证据的 SCED 研究的效应量. 这些研究还使用 Horner 等人开发的质量指标进行了评估。研究结果表明，故事映射策略是一种基于证据且非常有效的策略（加权聚合 Tau U  = 0.88；95% 置信区间 [CI] = [77.2%, 99.5%]）在开发叙事文本时某些残疾学生的理解能力。还发现故事映射策略是特定条件下特定残疾类别的有效策略。