Improving the Reading and Comprehension for Kindergarten Pupils with Autism and Impaired Speech Disability Using Story Struct

Improving the Reading and Comprehension for Kindergarten Pupils with Autism and Impaired Speech Disability Using Story Structure Maps

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Introduction

For years, many schools in America, especially Kindergarten and high schools, have improved their learning facilitation through story structure maps. Story structure maps are visual strategies used as graphic organizers in nearly all learning institutions to facilitate students’ better reading and understanding of concepts, especially those with disabilities (Gardill & Jitendra, 1999). Students have profited from this strategy and improved their grades and overall performance at school. Students with disabilities, particularly autistic students and those with impaired speech, have benefited immensely from the story structure maps (Grunke et al., 2013). Studies show that children with autism spectrum disorder have above average or average intelligence. It means that they grasp knowledge faster and have better information processing than their peers who are not on the spectrum. However, Students with autism struggle to maintain focus and grasp content beyond their interest range. Most children with autism have sensory issues that hinder their concentration while performing tasks or during lessons. Stimulants that barely register in the brain of individuals who are not in the spectrum distract them easily. Examples of these stimulants include but are not limited to sounds, clothing textures, classroom physical sensation, and bright lights. Noisy and smelly environments complicate learning for autistic children because it overwhelms and puts too much pressure on them.

To understand how story structure maps and character event maps, it is essential to understand the meaning of reading comprehension. Reading comprehension refers to the extraction of sense from reading or context. It is the ability to construct and extract text from the information presented in written form (Babyak et al., 2000). It includes but is not limited to the ability to flow with passage organization, know the meaning of words, identify literary devices, and extract main concepts from a passage and reference it. Reading comprehension is vital for learning in various institutions (Drill & Bellini, 2022). Instructors strive to help students achieve the lowest level of reading proficiency to crack and complete tasks ahead of them successfully. They develop techniques and adopt various strategies to help students understand concepts and achieve their academic and social goals. Story structure maps

Teachers use reciprocal teaching, an instructional activity to help students synthesize information and make appropriate references to a passage. They actively engage students in conversations and dialogues regarding different passage sections to extract knowledge and construct meaning (Taylor et al., 2002). Graphic organizers are also a technique instructors adopt to help children with autism and impaired speech create meaning from passages. This study tool enables children to reduce semantic information levels needed to process a text and eventually find meaning and understanding.

Statement of the problem

The purpose of the study was to establish how story structure maps and character event maps improve reading comprehension for kindergarten students with speech impairment and an autism spectrum disorder. This research attempted to provide information relevant to kindergarten learning institutions with students with impaired speech and ASD disabilities. The study tried to give instructors at the kindergarten level inferences through data collected on improving their students’ performance using visual representations, particularly the story structure maps. It would be an eye-opener for public school administration in the sense that they learn to appreciate and embrace curriculum changes quickly and positively. This study also focused on the significance of paying attention to students with disabilities in learning institutions. It attempts to broaden the information base of parents with children suffering from ASD and speech impairment and prompt them to evaluate schools, their knowledge administration, students’ wellbeing policies, and their performance as well. It is vital to comprehend that instructional activities and an instructor’s enthusiasm and assertiveness influence the performance of autistic and speech impaired disabilities.

Rationale

The current research analysis shows that reading comprehension for ASD and speech impaired students requires complex skill sets in its practice and delivery (Davis, 1994). Although there are similarities in symptoms, academic and social struggles students with ASD and impaired speech suffer from, teachers must treat each individual uniquely and differently. They ought to attend to them individually and comprehend their personality, willingness to learn, and improvement levels to determine how to help them develop and grow their minds healthily (Boulineau et al., 2004). Individual differences make it a sensitive cognitive process requiring instructors to be wholly involved in the practice, dedicate, sacrifice, and be patient with such students. Story maps are the most used graphic organizers in learning institutions because they are easy to implement compared to other forms. Moreover, they give children with ASD and those with impaired speech a clearer perspective of concepts in a text, maximizing their potential to derive meaning, digest, and make references where necessary.

Disabilities like ASD and speech impairment slow down students’ ability to concentrate in class, understand concepts and retain them in their memories for future reference. Teachers in different learning institutions, especially those specializing in children with disabilities, don’t grasp the intensity and the need for graphic organizers. This characteristic of such students shows the significance of visual organizers, particularly the story structure maps, in facilitating learning (Narkon et al., 2013). Visual support makes learning interesting for ASD and speech-impaired students. It involves minimal reading and allows them to participate and engage in practical activities with their peers without fear. Arranging topis and concepts’ pertinent aspects into patterns using labels enables such children to visualize and understand abstract contents, identify cause and effect, categorize relevant and irrelevant information and think logically given different circumstances.

Research questions

The following question guided this research paper:

Will the use of Story structure maps/character event maps increase comprehension in Reading for a Kindergarten student with autism?Literature Review

Learning institutions specializing in tutoring children or students with disabilities understand the importance of educating and enlightening students with disabilities. This aspect explains why they go the extra mile to incorporate visuals and graphic organizers to help them understand and be on the same level as other students (Stone et al., 2008). Autistic children and those with speech impairment must get an education as it affects their perception of things, how they adapt to their environment and social spaces, and who they become when they grow up (Davis, 1994). Research shows a positive correlation between failure to read and unproductivity and failure to grow and thrive in society.

According to the study ‘The Effects of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders’ (Babyak et al., 2000), a potent language command in a learning environment is crucial for the growth and development of children. The study sampled three students in 5-8 grade with ASD, two males, and one female, in a small Midwest town. They received special education services identification. Different comprehension questions sets were handed to the participants for ten consecutive days. Their responses were recorded each day to determine their growth. The study concluded that the participants’ performance improved because of the specific structures and relevant story elements used in story mapping to enhance their understanding. It is safe to conclude that story mapping structures improve the performance of students with disabilities and their language. (Taylor et al., 2002) supported the study and claimed that language is the foundation of all communication, especially among children. It influences how they socialize, express themselves, experience their environments, and most importantly, assess, process, and understand information. (Boulineau et al., 2004) further added that a child’s literary skills correlate with their ability to communicate well verbally.

Statistics show that 8% of children in America between the ages of 3-17 have language and speech disorders (Gardill & Jitendra, 1999). As the study suggested, eight narratives derived from three different German stories claimed that children find it difficult to interact and socialize with their peers because social spaces are a trigger. In addition, they are more likely to struggle with self-esteem issues, confidence, poor grades, and general academic performance.

Over the years, Story-mapping techniques have been used, studied, modified, and assessed to determine their effectiveness on individuals with various abilities and different grades. Story mapping instruction was specifically designed to intervene and aid children with disabilities directly affecting their learning and constructiveness in class. Research 30% of grade improvements recorded from autistic children in the lower classes are attributed to story mapping instruction (Drill & Bellini, 2022). The National Assessment of Education Progress (NAEP) published a report recently claiming that 88% of students with ASD in grades 3 and 4 display reading skills below the proficient level. The above percentage is alarming as it translates to many special needs students who still fall below the average performance line. Research conducted by (Grunke et al., 2013), ‘Analyzing the effects of story mapping on the reading comprehension of children with low intellectual abilities. Learning Disabilities’ involving six elementary-aged students with impaired speech. They received special education services in an interrelated resource classroom. The teacher used a checklist to ensure appropriate information, reliability in the study conditions, and participants’ consistency. It involved engaging students and encouraging them to use expressions while focusing on essential features, randomly calling participants to read passages aloud, correcting errors, and providing verbal feedback to respective students. The study determined that the environment where these children study is crucial for their wellbeing and quick grasp of knowledge and understanding (Grunke et al., 2013). A lot of factors can trigger their disabilities and distort their academic progress. Exposing them to a constructive and positive environment encourage them to work on their speech and perfect it despite their challenge. (Drill & Bellini, 2022) supports the arguments by adding that painting the inner class walls with children-friendly colors and images or structures symbols helps students grasp content without necessarily going through many books.

Story mapping structure instruction is an evidence-based strategy that has helped many students with disabilities, especially those in kindergarten, develop their reading comprehension skills (Jitendra & Gajria, 2013). Story elements analysis done by (Gardill & Jitendra, 1999) revealed that story mapping structures increase correct word sequence, number of words in a sentence, and story elements they can recall from a passage. The constant display and organization of textual features and the corresponding textual details allows children with disabilities to understand and retain content in their brains over long periods, thus improving their grades and class performance. In addition, the interaction with their peers in class and participation in group activities creates a comfortable environment where they can express themselves, be vulnerable, make mistakes and learn without any fear (Taylor et al., 2002). It is crucial that a child with autism gets comfortable and feels safe as it affects their willingness to interact and learn. Studies show that the subjection of children with autism or speech impairment results in basal comprehension performance and grammar stories.

Research Methodology

Research design

The purpose of the study was to establish how story structure maps and character event maps improve reading comprehension for kindergarten students with speech impairment and an autism spectrum disorder

This research used a correlation research design. Correlation research design allows for the establishment of the relationship between two very close variables that are connected (Imam et al., 2013). The research utilized mixed -methods of data collection to obtain qualitative and quantitative results. Quantitative results were obtained by getting accurate scores on the variables in the study and correlating them to determine their relationship. Correlation design was selected because of the nature of the variables in play. The relationship between the variables was thoroughly examined before the conclusion to use correlation design was reached. The study used a mixed data collection method to collect data relevant to the study. It means that the study incorporated both qualitative and quantitative analysis as a data collection method to gather necessary information for the study (Imam et al., 2013). This information would then be subjected to analysis and help the researcher draw accurate conclusions.

Participants

Participants agreed to provide information relevant to this research voluntarily. A school specializing in teaching children with disabilities in Miami, Florida, was selected to provide data and facilitate this study. The researcher narrowed down the study to grade 2 children. The school has a population of eight hundred students. Grade 2 has a total of thirty-two children. A quarter of the children in this class are autistic, while ten students are speech impaired.

Instruments

Since the study evaluated and compared performance data, the instruments used were descriptive and straightforward. It allowed for reliable and comparable data to be obtained, especially from diverse settings. The researcher identified tools necessary to conduct the research then sought approval from the material owners through email.

Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities (Gardill, M. C., & Jitendra, 1999) discussed the various graphic organizers adopted by learning institutions to facilitate students’ learning and better understanding and retention of concepts. It consisted of a five Likert-scale questionnaire with two questions for each subscale in the questionnaire.

Face-to-face interviews consisted of eight open-ended questions. These questions were aligned to the interviewee’s perceptions concerning the effectiveness of story structure maps in enhancing reading comprehension. The interviewees were required to answer the questions provided by the researcher within a time frame of fifteen minutes.

Data collection

The institutional review board of Florida state-approved this research project. The researcher sought permission from the ministry of education to conduct this research in a special needs school (Johnson, 2017). The researcher went further to send requests to the selected school staff to volunteer and participate in the research project. Emails that explain what the research entails were forwarded to the staff members who had agreed to provide information to the project (Johnson, 2017). Information such as the importance of the research and the risks involved were included in the emails. Each survey participant signed the detailed consent form voluntarily. These participants were also required to sign a non-disclosure form provided to them by the researcher, limiting them from sharing any information about the research or questions with third parties. All participants in the study were kept confidential to protect them and the relevant information they provided out of their free will.

The focus group was summoned to one of the schools’ lecture halls. The researcher, together with a studies facilitator, conducted the sessions. The researcher aimed to obtain information through the answers they get from the participants and by observing their body language as they answer those questions. Participants were subjected to further probing on answers that seemed unclear to the researcher. The researcher angled the questions such that the participants gave their genuine opinions where necessary concerning the subject matter. The researcher asked the school administration separately to discover if they shared the same perspective with the students and the teachers. With the participant’s consent, the researcher recorded the conversations with the participant for reference.

The target group for this research was instructors of children with Autisms and those with speech impairment. One hundred questionnaires were rolled out in the selected institution. The participants were given two days to fill out the forms and return them to the administrative office, where the researcher would pick them up. Only 50 forms came back. Thirty forms had all the questions answered, while 20 contained at least three unanswered questions

Data analysis

Research Question (s) One:

Will the use of Story structure maps/character event maps increase comprehension in Reading for a Kindergarten student with autism?

The researcher conducted correlations analysis to answer the research question. The paired sample t-test was used to determine the relationship between instructors’ story structure map instruction on children with ASD and speech impairment and their reading comprehension. The story structure map instruction is the independent variable, while reading comprehension is the dependent variable. An improvement in the reading comprehension of a child with impaired speech or autism depends on the teaching instruction adopted by their teacher.

Conclusion

The positive impacts resulting from the application of story mapping structure instruction are evident in learning institutions, especially schools dealing with disabled students. However, the Performance statistics from such schools are still lower compared to the regular schools. Autistic children still struggle with their studies despite the various graphic organizers adopted in many schools. School management, through its teachers, should work closely with such students understand them at an individual level before administering teaching or giving out assignments. In addition, they should also commend them for completing reading assignments and achieving small goals. This action will boost their confidence and motivate them to continue working hard. Parents of children with disabilities should also partner with teachers for a child’s wellbeing. It will be easier to monitor a child’s progress, identify their weaknesses and strengths, and use the proper techniques to help them become better in their extensive reading.

Reference

Babyak, A. E., Koorland, M., & Mathes, P. G. (2000). The Effects of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders. Behavioral Disorders, 25(3), 239–258. https://doi.org/10.1177/019874290002500301 Boulineau, T., Fore, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of Story-Mapping to Increase the Story-Grammar Text Comprehension of Elementary Students with Learning Disabilities. Learning Disability Quarterly, 27(2), 105–121. https://doi.org/10.2307/1593645Davis, Z. T. (1994). Effects of Prereading Story Mapping on Elementary Readers’ Comprehension. The Journal of Educational Research, 87(6), 353–360. http://www.jstor.org/stable/27541943Drill, R. B., & Bellini, S. (2022). Combining Readers Theater, Story Mapping, and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder. Journal of autism and developmental disorders, 52(1), 1–15. https://doi.org/10.1007/s10803-021-04908-xGardill, M. C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2–17, 28. https://doi.org/10.1177/002246699903300101Grunke, M., Wilbert, J., & Stegemann, K. C. (2013). Analyzing the effects of story mapping on the reading comprehension of children with low intellectual abilities. Learning Disabilities: A Contemporary Journal, 11(2), 51+. https://link.gale.com/apps/doc/A382086001/AONE?u=anon~699b7fa1&sid=googleScholar&xid=9fe8350cImam, O. A., Abas-Mastura, M., & Jamil, H. (2013). Correlation between reading comprehension skills and students’ performance in mathematics. International Journal of Evaluation and Research in Education (IJERE), 2(1), 1-8.

Jitendra, A. K., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional children, 43(8), 1.

Johnson, R. B. (2017). How to construct a mixed methods research design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(2), 107-131.

Narkon, W., Drue, E., Wells, & Jenny, C. (2013). Improving Reading Comprehension for Elementary Students with Learning Disabilities: UDL Enhanced Story Mapping. ERIC. Retrieved 10 February 2022, from https://eric.ed.gov/?id=EJ1023440.

Stone, R. H., Boon, R. T., Fore III, C., Bender, W. N., & Spencer, V. G. (2008). Use of text maps to improve the reading comprehension skills among students in high school with emotional and behavioral disorders. Behavioral Disorders, 33(2), 87-98.

Taylor, Lorie & Alber-Morgan, Sheila & Walker, David. (2002). The Comparative Effects of a Modified Self-Questioning Strategy and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities. Journal of Behavioral Education. 11. 10.1023/A:1015409508939.