Summary of the Systematic Review

Article Citation

Using Story Grammar to Assist Students with Learning Disabilities and Reading Difficulties Improve their Comprehension

Stetter, M. E., & Hughes, M. T. (2010).
Education & Treatment of Children, 33(1), 115-151.
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Sponsoring Body

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Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • Yes Search strategy described in sufficient detail for replication.
  • No Included studies are assessed for study quality.
  • No Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Article Details

Description

This is a review of experimental and quasi-experimental studies that investigated the impact of story grammar intervention on narrative text comprehension of school-age students with learning disabilities.

Questions/Aims Addressed

  1. "What is known about the story grammar abilities of students with [learning disabilities]?
  2. What is the effectiveness of teaching students with [learning disabilities] to use story grammar to comprehend narrative text?" (p. 117).

Population

School-age students with learning disabilities

Intervention/Assessment

Story grammar (reading comprehension strategy)

Number of Studies Included

22

Years Included

1960-2008


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

Five studies also found that the incorporation of metacognitive strategies (i.e., self-regulation strategies) as part of the reading treatment improved reading comprehension skills for children with learning disabilities.

Keywords: Metacognitive Strategies (Self-Monitoring/Regulation/Goal Setting), Learning Disabilities

The majority of studies (10/18) examined the effects of graphic organizers (i.e., story mapping) to improve reading skills of students with learning disabilities. The findings demonstrated beneficial effects of story mapping on reading comprehension of narrative text for students with learning or reading disabilities.

Keywords: Reading Comprehension, Graphic Organizers (Semantic Maps/Visual Organizer), Learning Disabilities

Three studies examined the use of modeling strategies and found that modeled instruction had a positive effect on the reading comprehension skills of students, especially older students, with learning disabilities. 

Keywords: Reading Comprehension, Behavioral Techniques (Fading/Modeling/Time Delay), Learning Disabilities

Eighteen of 22 studies were identified to address the effects of story grammar treatments. Overall, the findings suggest that story grammar treatments improve the reading comprehension skills of children with learning disabilities.

Keywords: Reading Comprehension, Learning Disabilities

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