Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder
Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder
复制标题
故事映射对患有注意力缺陷多动障碍的三年级学生的影响
DOI：
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
R. Pienta
中科院分区：
文献类型：
--
作者：
Jaime N. Chavez;J. Martinez;R. Pienta
摘要本研究旨在探讨故事构图对注意缺陷多动障碍（ADHD）三年级学生（N = 6）的阅读理解成绩、任务行为和态度的影响。学生的阅读等级等效性在研究前后进行了评估。教师-研究者比较了其他两个成就措施之前和过程中的故事映射，以评估增长。科恩的d计算的分数的实际差异表明，故事映射是成功地提高学生的理解。在阅读基础测试中，学生的成绩平均提高了16.00%，而计算机阅读程序测试的成绩提高了20.00%。在干预过程中，79.33%的学生表现出任务行为，82.33%的学生表现出积极态度。这项研究的意义是重要的，在确定有效的教学策略，以促进学生的积极参与和打击ADHD的核心症状。
Abstract The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.
影响因子：
0.9
作者：
Muhammed Ather;G. Salmon
通讯作者：
Muhammed Ather;G. Salmon
DOI：
10.1016/j.jaac.2010.03.006
发表时间：
2010-06
影响因子：
13.3
作者：
Bussing R;Mason DM;Bell L;Porter P;Garvan C
通讯作者：
Garvan C