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xii, 157 p. ; ill. (some col.) A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / The study examined the use of story mapping and teacher rejoinder questions to improve the reading comprehension of 11 seventh- and eighth-grade middle school students with specific learning disabilities in reading and writing. A three-group (Story-Mapping Group, Story-Mapping/Rejoinder Group, and Comparison Group) time series design examined the effects of story mapping and teacher rejoinder questions on reading comprehension performance. Because of low participant numbers, non-parametric analysis was used to evaluate student scores on curriculum-based measurements of literal, inferential, and evaluative comprehension questions. While no significant differences were found, student reports indicated that when using story maps with rejoinder questioning, they remembered more of the narrative story information, which demonstrated a possible educational benefit from the study. Additionally, implications for future research are presented. / Adviser: Gerald Tindal

Increasing students' reading comprehension involves the use of targeted strategies and effective instruction. Previous research has shown that instruction in individual skills such as vocabulary acquisition, reading fluency, writing, and story mapping help increases students' reading comprehension. However, few studies have explored combining these skills and their cumulative effects, if any, on reading comprehension. The purpose of this quasi-experimental secondary analysis study was to examine the effects of adding a reading comprehension instruction package (RCIP), which includes vocabulary acquisition, reading fluency, and writing, to instruction in story mapping alone. Constructivist theory was used as the theoretical framework for this study. Purposeful sampling was used to recruit 8 students with low reading achievement as indicated by their performances on the Florida Comprehensive Assessment Test. The single-case, multiple-probe design across subjects was used to intermittently collect data, which were the correct responses per 3 minutes using the Curriculum Based Measure-Reading Maze. The data were visually analyzed by looking at data points and trend lines directionality using the percentage nonoverlapping data along with the Cohen's d effect size. Although this study showed mixed results and were not statistically significant, it could still contribute to positive social change. The findings have a small to medium effect size impact on students' reading comprehension; 3 out of 4 students who completed the study surpassed their expected goal. The results from this study may provide teachers with tools for improving the foundational reading skills of struggling readers, thus enabling their students to succeed in school and become productive members of society.