{"title":"故事映射策略在残疾学生中的有效性:单例实验设计研究的元分析","authors":"Goksel Cure, E. S. Batu, Emrah Gulboy","doi":"10.1080/10573569.2020.1858211","DOIUrl":null,"url":null,"abstract":"Abstract The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was conducted for determining studies that implemented the story-mapping strategy. As a result of the review, 13 single-case experimental design (SCED) studies that met the inclusion criteria were analyzed using the design standards that were developed by Kratochwill et al. At the end of the visual analysis, the effect size of seven (7) SCED studies that were determined to have evidence of a strong/moderate effect was calculated by using Tau U. These studies were also evaluated with the quality indicators that were developed by Horner et al. The results of the study revealed that the story-mapping strategy was an evidence-based and very effective strategy (the weighted aggregated Tau U = 0.88; 95% confidence interval [CI] = [77.2%, 99.5%]) in developing narrative text comprehension skills in certain students with disabilities. It was also found that the story mapping strategy is an effective strategy for certain disability categories within certain conditions.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"513 - 534"},"PeriodicalIF":1.5000,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1858211","citationCount":"2","resultStr":"{\"title\":\"Effectiveness of the Story-Mapping Strategy in Students with Disabilities: Meta-Analysis of Single-Case Experimental Design Studies\",\"authors\":\"Goksel Cure, E. S. Batu, Emrah Gulboy\",\"doi\":\"10.1080/10573569.2020.1858211\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was conducted for determining studies that implemented the story-mapping strategy. As a result of the review, 13 single-case experimental design (SCED) studies that met the inclusion criteria were analyzed using the design standards that were developed by Kratochwill et al. At the end of the visual analysis, the effect size of seven (7) SCED studies that were determined to have evidence of a strong/moderate effect was calculated by using Tau U. These studies were also evaluated with the quality indicators that were developed by Horner et al. The results of the study revealed that the story-mapping strategy was an evidence-based and very effective strategy (the weighted aggregated Tau U = 0.88; 95% confidence interval [CI] = [77.2%, 99.5%]) in developing narrative text comprehension skills in certain students with disabilities. It was also found that the story mapping strategy is an effective strategy for certain disability categories within certain conditions.\",\"PeriodicalId\":51619,\"journal\":{\"name\":\"Reading & Writing Quarterly\",\"volume\":\"37 1\",\"pages\":\"513 - 534\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2020-12-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10573569.2020.1858211\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading & Writing Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10573569.2020.1858211\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading & Writing Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10573569.2020.1858211","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
摘要
摘要本研究的目的是确定故事映射策略是否为一种基于证据的策略,并评估被认为对阅读理解有效的调节变量。为此,我们进行了系统的文献综述,以确定实施故事映射策略的研究。作为回顾的结果,13项符合纳入标准的单例实验设计(SCED)研究使用Kratochwill等人制定的设计标准进行分析。在目视分析结束时,使用Tau u计算被确定为具有强/中等效应证据的七(7)项SCED研究的效应大小。这些研究也使用Horner等人制定的质量指标进行评估。研究结果表明,故事映射策略是一种循证有效的策略(加权累计Tau U = 0.88;95%可信区间[CI] =[77.2%, 99.5%])对某些残疾学生发展叙事文本理解技能的影响。研究还发现,故事映射策略在一定条件下对某些残疾类别是有效的策略。
Effectiveness of the Story-Mapping Strategy in Students with Disabilities: Meta-Analysis of Single-Case Experimental Design Studies
Abstract The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was conducted for determining studies that implemented the story-mapping strategy. As a result of the review, 13 single-case experimental design (SCED) studies that met the inclusion criteria were analyzed using the design standards that were developed by Kratochwill et al. At the end of the visual analysis, the effect size of seven (7) SCED studies that were determined to have evidence of a strong/moderate effect was calculated by using Tau U. These studies were also evaluated with the quality indicators that were developed by Horner et al. The results of the study revealed that the story-mapping strategy was an evidence-based and very effective strategy (the weighted aggregated Tau U = 0.88; 95% confidence interval [CI] = [77.2%, 99.5%]) in developing narrative text comprehension skills in certain students with disabilities. It was also found that the story mapping strategy is an effective strategy for certain disability categories within certain conditions.