Abstract
In a multiple baseline ABA design, five intermediate level, elementary students with mild learning handicaps and poor comprehension were prepared to use story mapping procedures as a schema-building technique to improve reading comprehension. The primary dependent measure was a set of responses to ten explicit and implicit comprehension questions. Secondary dependent measures were length of story retell, a comparison of story retell responses to comprehension question responses, standardized reading tests, generalization probes, and listening comprehension. Performance of all five students improved on most of the dependent measures. Four students demonstrated increased ability to answer comprehension questions, maintained performance after intervention, and increased tendency to mention story mapping components in their story retells. The remaining, and much slower, student improved marginally on most measures, despite the fact that his slow progress did not enable a maintenance phase to occur. Three students' performance also improved on comprehension of more difficult classroom reading materials. The reason for the lack of improved generalization in the remaining two students is not known but may have been due to classroom materials being more difficult than those used for instruction or to an overall lack of generalization ability in some learners. '"7ry Mapping
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