The Emerging Role of Story Mapping as a Means of Facilitating Reading Comprehension

Abstract

INTRODUCTION

Education drives a person towards the achievement of success and progress, not just for himself/herself, but more so for his/her society and of the world. It is both art and science which requires creativity and systematic procedural execution and acquisition among educator and learner.

METHODS

Story Mapping concludes general educators to be in need of help in creating more responsive classrooms. Cooperative Story Mapping is a feasible activity. It is inexpensive, requires few materials, and can be used with most narrative texts and instructional approaches. Teachers and students have expressed high levels of satisfaction with it.

RESULTS

The teacher uses story mapping techniques to help students consider character perspectives during the important events of the story. Through the story map, students learn to identify the basic elements of the stories they read, such as setting, the problem, subsequent events, and the resolution. Story maps are effective for improving narrative comprehension because they provide concreteness, visual memorability, attention to structural elements, and opportunities for active engagement (Emery, 1996).

DISCUSSIONS

Story-grammar instruction improved the participants' identification of story-grammar elements via story-mapping when reading narrative text (Boulineau, et. al.,2004). The research participants demonstrated enhanced reading comprehension following treatment lessons in story mapping (Weih, 2000). Performance of all five students improved on most of the dependent measures. Four students demonstrated increased ability to answer comprehension questions, maintained performance after intervention, and increased tendency to mention story mapping components in their story retells. The study on reading difficulties taken separately by Yousif (2014) and Catts et. al. (2000). In the Yousif's study revealed four main reading problems that the