Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

Abstract

Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps.