Improving Reading Comprehension for Elementary Students With Learning Disabilities: UDL Enhanced Story Mapping

Abstract

Story mapping is an effective visual strategy to enhance comprehension of narrative text in students, with or without disabilities. This article demonstrates how instruction can be designed using principles of universal design for learning with the evidence-based story-mapping strategy to improve reading comprehension for elementary students with a reading disability. Applying the principles of universal design for learning in the instructional design of a story-mapping lesson increases accessibility and removes barriers to engagement and interaction experienced by students with learning disabilities who have reading and writing challenges. An illustration of the planning and delivery of a universal design for learning enhanced story-mapping lesson that fits into the classroom schedule in inclusive general education or special education classrooms is included.

Valoraciones del alumnado de Educación Primaria sobre lecturas digitales diseñadas con UDL Book-Builder como apoyo en los procesos lectores

“…Algunos trabajos que exploran los beneficios de los textos digitales en los procesos de adquisición de la lectura (Biancarosa y Griffiths, 2012;Narkon y Wells, 2013;Soria, 2015) consideran que este tipo de recursos hacen más accesibles los contenidos a todos los estudiantes y se adaptan en mayor medida a sus necesidades y preferencias individuales. En la misma línea, el trabajo de González (2014) realizado con estudiantes de tercer y cuarto curso de EP evidenció que el tipo de diseño de textos digitales tiene un efecto clave en la comprensión verbal, indicando que incorporar funcionalidades como conversores texto-voz, glosarios y gráficos animados refuerzan el desarrollo de diferentes habilidades lectoras.…”

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

“…Research documents that when learners of all ages and backgrounds interact with realworld information to make connections and raise critical questions, they are motivated to inquire and learn about important topics and social issues (Comber, 2013;Hansen-Thomas & Cavagnetto, 2010;McIntyre & Hulan, 2013;Medina, 2010;Narkon & Wells, 2013). Inquiry based learning showed up across all three fields as a recommended practice; however, this was the area where the least 13 amount of evidence was found.…”

“…Several studies (Anderson & Corbett, 2008;Apthorp, 2006;Comber, 2013;Dorr, 2006;Facella et al, 2005;Goldenberg, 2013;Goldenberg, Hicks, & Lit, 2013;Kim et al, 2006;Mahdavi & Tensfeldt, 2013;Narkon & Wells, 2013;Vaughn & Edmonds, 2006) used Venn diagrams, diagrams with explicit teaching of concepts, timelines, sketches, flowcharts, story maps, sentence strips, graphic organizers, visuals, models, 11 drawings, diagrams, tables, pictures, realia, charts, and semantic and concept maps to represent reading material visually for students with learning disabilities, ELLs, and students from diverse cultural backgrounds to better comprehend text. Technology enhanced concept maps can be generated using software programs such as Kidspiration and Inspiration software.…”

“…For instance, teachers who use explicit instruction provide verbal, written and/or visual instructions that are concise and clear (e.g., Goldenberg, 2013;Roberts et al, 2008). Next, teachers use the gradual release of responsibility model (Pearson & Gallagher, 1983) to initially provide students with explicit instruction through teacher modeling (Barr et al, 2012;Comber, 2013;Monroe & Troia, 2006;Narkon & Wells, 2013;Patel & Laud, 2009). Overwhelmingly though, the majority of studies connected explicit 12 instruction in with vocabulary instruction (Barr et al, 2012;Calderon et al, 2011;Coyne et al, 2010;Facella et al, 2005;Francis, Rivera, Lesaux, Kieffer, & Rivera;Gersten et al, 2007;Goldenberg;2013;Greenleaf & Hinchman, 2009;McIntyre & Hulan, 2013;Roberts et al, 2008).…”

“…Technology enhanced concept maps can be generated using software programs such as Kidspiration and Inspiration software. Universal design for learning or UDL-enhanced story mapping was used to improve reading comprehension by Narkon and Wells (2013).…”