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.
