Narkon, Drue E., Wells, Jenny C. (2014). Improving Reading Comprehension for Elementary
Students With Learning Disabilities: UDL Enhanced Story Mapping. Preventing School
Failure, 57(4), 231-239. Retrieved from
http://ezproxy.trnty.edu:2553/10.1080/1045988x.2012.726286
This article explains how students without a learning disability understand written text. Then explains how students with a learning disability struggle with understanding the same text. The article explains that using the universal design for learning (UDL) in instruction and story-mapping as a strategy, can help students who have a reading disability understand narrative text. The article gives examples of story-mapping, UDL principles, associated guidelines, and instructional strategies for implementation, UDL resources, and even a lesson example complete with what questions to ask students.
I can see how this would be extremely helpful for students struggling with reading and also keep those who are not struggling, engaged. I have used story-mapping in my classroom in the past but the article gives other suggestions on how to let students fill in the map. Those struggling with writing, can cut pre-printed sentences rather than write them. This would also be useful for younger grades. This makes very clear all the elements of a story, breaking it down and seeing it on paper. I have noticed when using a story map that students who don't always participate, will participate and understand the story much easier when it is broken down in this way.
I very much agree with this article. It is useful to use for all students in the classroom and not just those with learning disabilities. I appreciated the explanation of the UDL and how it helps to reach all students in different ways. I also liked the example lesson and exactly what questions to be asking the class.
Sounds like a great strategy. I loved how the article mentioned this is a UDL practice. You will find that many of the strategies that we discuss that are helpful for students with high-incidence disabilities are also helpful for ALL students...they really are just great teaching strategies.
ReplyDeleteI need be informed more about he UDL practices. I think that like Prof. Harkema said the strategies can be beneficial to a variety of strand of students. Just like what I've learned to be ELL strategies, can be strategies that can benefit ANY student. At beginning of 6th grade we begin by breaking down the plot of the story. I always have sued some sort of story plot graphic organizer but this year I implemented an interactive notebook. Last Friday, we folded colored printing paper and made a section for each part of the plot. Everything is color coded and hopefully students will find it easier to identify each part of the story and the characteristics of each part of the story. Obviously, some teachers will say its time consuming and stray away from such strategies but if one focuses in the end result, if the outcome of it all is beneficial, I say why not.
ReplyDeleteIt's great to find an intervention that works with all students. It really helps inclusion students to feel included...no one feels different. I like the idea of cut out sentences for struggling children and others filling in their own answers. I can see how this could work for writing also. As a "math" minded person I can write a research paper but ask me for a narrative...I hate it! If I could map out the ideas on paper first it would help me too. Also, I love that the author included a lesson plan.
ReplyDeleteI agree with what Kate said. I love that this is a way that benefits all students and does not single students out who have a learning disability. When I taught second grade we used story maps and graphic organizers all the time. The students enjoyed having those resources available to them!
ReplyDeleteHey everybody - I'm still trying to figure out what this UDL framework means. There was a whole section in the journal article I reviewed. Take a look, and I hope this helps:
ReplyDelete" UDL – a framework for instructional design, based on neuroscience and interpreted from an educational perspective – which is flexible & supportive for all learners, including those with LDs, so that instructional goals, assessments, methods, and materials are usable and accessible by all.
3 principles of the framework developed by Meyer and Rose:
(1) to provide multiple means of representation – anticipating/addressing in advance any physical, perceptual, and cognitive barriers that might interfere with students’ learning. (i.e. presentation of material both visually/orally was found supportive of learning)
(2) to provide multiple means for action and expression (recognizes that variability with which learners plan, strategize, and perform learning tasks, and in the ways they express what they know) (study: students with severe cognitive disabilities using a digital reading environment outperformed students taught using traditional offline reading strategies)
(3) to provide multiple means of engagement – emphasizes that learners are variable in the ways they engage or are motivated to learn, what works for one, may cause disengagement for another (necessary to recruit interest, sustain effort & persistence, and self-regulation can result in improved learning outcomes) (Hall, Cohen, Vue, Ganley, 2015)."
And here's the original journal article:
Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, 38(2), 72-83. Retrieved September 14, 2015 from EbscoHost.
My go-to resource for UDL:http://www.cast.org/our-work/about-udl.html#.Vf3pVHhh3q0
ReplyDelete