Improving Reading Comprehension of Students from Low Socioeconomic Backgrounds

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.