This research demonstrates improved reading comprehension in second graders with disabilities using story grammar instruction and graphic organizers, indicating a beneficial learning method.
This thesis explores a way to improve reading comprehension skills of students with reading comprehension disabilities, by means of story grammar instruction through computer graphic organizer. Using multiple probe design across subjects, this study set up the instruction process, especially for the second grade level of an elementary school. It is noting that the sample size is three, which means that this instruction was applied to three of the second grade students who had difficulties in reading comprehension. This study attempted to examine the effects of story grammar instruction through computer graphic organizer on reading comprehension of students with reading comprehension disabilities, aiming at helping the students improve reading comprehension by understanding the structure of a story. According to the results, first, story grammar instruction through computer graphic organizer on reading comprehension benefitted students with reading comprehension disabilities. Second, the evaluation sessions identified that the impact of the intervention was maintained. The intended contribution of this thesis, therefore, is to identify the effects of story grammar instruction through computer graphic organizer on reading comprehension of students with reading comprehension disabilities. In light of these remarks, the following sections describe why this attempt is important, how it works for students with reading comprehension disabilities and the limitations for the future study.
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Won et al. (2019) studied this question.
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