This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the effect of story-map instruction on student participants' comprehension of story-grammar elements was monitored. Positive results were observed, and maintenance probes suggested that the effects of the intervention maintained after the treatment was withdrawn.
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