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The Impact of Mind Mapping in a Supp...

Laliberte, Haley,

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The Impact of Mind Mapping in a Supported Reading Class /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Mind Mapping in a Supported Reading Class // Haley Laliberte.
作者:	Laliberte, Haley,
面頁冊數:	1 electronic resource (63 pages)
附註:	Source: Masters Abstracts International, Volume: 86-11.
Contained By:	Masters Abstracts International86-11.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32001246
ISBN:	9798314862858

The Impact of Mind Mapping in a Supported Reading Class /
Laliberte, Haley,

The Impact of Mind Mapping in a Supported Reading Class /Haley Laliberte. - 1 electronic resource (63 pages)

Source: Masters Abstracts International, Volume: 86-11.

This action research project assessed an intervention using a mind mapping graphic organizer with eighth-grade middle school students. Mind maps were visual tools that organized information in a simple, clear, and engaging way to break down complex tasks into smaller parts, improving students' memory and comprehension. Six participants, identified as having Autism Spectrum Disorder, Hearing Impairments, Specific Learning Disabilities, or Attention Deficit/Hyperactivity Disorder, received services through their Individualized Educational Plans (IEPs) for reading. Over eight weeks, data was collected and analyzed on the participants' academic performance, self-efficacy, and student engagement when reading nonfiction passages. Participants showed a positive increase in academic performance, self-efficacy, and student engagement throughout the study.

English

ISBN: 9798314862858Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Individualized Educational Plans

The Impact of Mind Mapping in a Supported Reading Class /
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520 $a This action research project assessed an intervention using a mind mapping graphic organizer with eighth-grade middle school students. Mind maps were visual tools that organized information in a simple, clear, and engaging way to break down complex tasks into smaller parts, improving students' memory and comprehension. Six participants, identified as having Autism Spectrum Disorder, Hearing Impairments, Specific Learning Disabilities, or Attention Deficit/Hyperactivity Disorder, received services through their Individualized Educational Plans (IEPs) for reading. Over eight weeks, data was collected and analyzed on the participants' academic performance, self-efficacy, and student engagement when reading nonfiction passages. Participants showed a positive increase in academic performance, self-efficacy, and student engagement throughout the study.
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