The Effectiveness of Story Mapping and Comprehension Sterategies to Improve Reading Skills for Students with Reading Problems

The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations. The research findings showed that six reading skills improved in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.