Abstract
The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall (.94) TAU-U effect sizes showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.
Original language | English (US) |
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Pages (from-to) | 212-224 |
Number of pages | 13 |
Journal | Learning Disability Quarterly |
Volume | 45 |
Issue number | 3 |
DOIs | |
State | Published - Aug 2022 |
Keywords
- bilingual learners
- learning disabilities
- reading comprehension
- single subject methods
ASJC Scopus subject areas
- Education
- General Health Professions
- Behavioral Neuroscience
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Dive into the research topics of 'Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities'. Together they form a unique fingerprint.Datasets
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LDQ_20-0016_Supplemental_Files – Supplemental material for Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities
Calvin, K. L. (Contributor) & Gray, S. (Contributor), figshare SAGE Publications, Jan 1 2021
DOI: 10.25384/sage.13779338.v1, https://doi.org/10.25384%2Fsage.13779338.v1
Dataset
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Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities
Calvin, K. L. (Creator) & Gray, S. (Creator), SAGE Journals, 2021
DOI: 10.25384/sage.c.5297816.v1, https://sage.figshare.com/collections/Double-Bubble_Thinking_Maps_and_Their_Effect_on_Reading_Comprehension_in_Spanish-English_Bilingual_Middle_School_Students_With_Learning_Disabilities/5297816/1
Dataset
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Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities
Calvin, K. L. (Creator) & Gray, S. (Creator), figshare SAGE Publications, 2021
DOI: 10.25384/sage.c.5297816.v1, https://sage.figshare.com/collections/Double-Bubble_Thinking_Maps_and_Their_Effect_on_Reading_Comprehension_in_Spanish-English_Bilingual_Middle_School_Students_With_Learning_Disabilities/5297816/1
Dataset