Improving Reading Comprehension of Students from Low Socioeconomic Backgrounds
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2020-05
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Masters of Education
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Abstract
The purpose of this research was to determine the impact of story mapping instruction on the
reading comprehension of students from low socioeconomic backgrounds. The measurement tool
used during this study was the Basic Reading Inventory. Participants were given the first-grade
reading comprehension assessment prior to the intervention as well as after the intervention was
completed. Reading comprehension growth was not statistically significant between the control
and experimental groups; thus, the null hypothesis was retained. Further research with a larger
sample size and extended intervention length would be helpful to determine the best practices for
improving reading comprehension.