Effects of Direct Instruction of Literary Text Elements with Story Mapping on Reading Comprehension
The purpose for the study was to examine the effects of direct instruction of literary text elements accompanied with story mapping on reading comprehension in a fourth grade self-contained classroom. In addition, the study examined if the teacher implementing the treatment recognized a positive change in student comprehension of literary text after implementing the treatment and if the teacher was positively motivated to include direct instruction lessons on literary text elements with story mapping to enhance student reading comprehension in the future. A quasi-experimental mixed research method was used driven by the objective of explaining a cause-and-effect relationship. Results of the study supported existing research, indicated that direct instruction of literary text elements with story mapping was an effective way to increase student reading comprehension, and motivated the teacher to implement direct instruction of literary text elements with story mapping in future instruction. Results showed statistically significant increase in reading comprehension scores from the pretest to the posttest as well as large margins of positive gain for students with and without special learning disabilities. Limitations of the study, implications for Community Christian School teacher practice, and suggestions for future research are discussed.