Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

Kristie L. Calvin, Shelley Gray

Research output: Contribution to journalArticlepeer-review

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 TAU-U effect sizes (.94) 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 languageEnglish (US)
JournalLearning Disability Quarterly
DOIs
StateAccepted/In press - 2020

Keywords

  • bilingual learners
  • learning disabilities
  • reading comprehension
  • single subject methods

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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