James F. Baumann|Bette S. Bergeron
Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements
Purdue University Northwest
study investigated effectiveness instruction story mapping means promote firstgrade students comprehension central story elements childrens literature participants 74 children four firstgrade classrooms randomly assigned one four groups story mapping 1 sm1 group students taught construct story maps unadapted unabridged childrens stories read b story mapping 2 sm2 group involved instruction sm1 included using story maps compose stories c directed readingthinking activity drta comparison strategy group students read stories according predictverify procedure directed reading activity dra instructed control group students engaged noninteractive guided reading stories quantitative analyses conducted five wholesample dependent measures important idea test parsed story whquestion test central story elements summary selection task important story element recognition test delayed whquestion test results revealed form active comprehension instruction sm1 sm2 drta superior controlgroup dra measures b story mapping sm1 sm2 students consistently outperformed dra controls c story mapping superior drta measures others sm1 sm2 groups differ measure qualitative data student interviews generally supported findings concluded instruction story mapping effective instructional strategy promoting firstgrade students ability identify central narrative elements authentic childrens literature