Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students with Learning Disabilities

Autor/inn/en	Calvin, Kristie L.; Gray, Shelley
Titel	Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 45 (2022) 3, S.212-224 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720958644
Schlagwörter	Reading Comprehension; Spanish; Middle School Students; Students with Disabilities; Teaching Methods; Intervention; Instructional Effectiveness; Bilingual Students; Learning Disabilities; English (Second Language); Arizona + Suchen Sie Ihr Suchwort? Leseverstehen; Spanisch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (0.895-0.967) and overall (0.94) TAU-U effect sizes showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01