Study On The Effect Of Story Structure Teaching On The Reading Comprehension Of Mentally Retarded Students

Reading comprehension refers to the complicated cognitive process that readers extract information from written materials,find clues through reading strategies,and combine knowledge and experience to understand the meaning of the article.Reading comprehension ability is one of the necessary abilities for individuals to participate in social life,which has a positive effect on people’s language,thinking pattern,social cognition and so on.Students with mental retardation often have problems such as lack of concentration,lack of reading skills,and difficulty in understanding the implicit meaning of articles,which hinder the language teaching of teachers in society-adaptation schools.The support strategy in teaching is the key to ensure that students in society-adaptation schools can benefit from the living language curriculum.In recent years,as people attach increasing importance to reading comprehension,various strategies to assist reading comprehension have appeared and story structure instruction has emerged.Story structure instruction use story map to present the main characters,scenes,main issues,the ending and other significant elements.Readers can improve their reading comprehension ability through grasping the elements of the story structure,building story structure and analyzing the content of the story.Story structure instruction can not only help students to establish the concept of story structure and understand important elements of the story,but also organize events order,infer the causal relationships and thus promote students’ performance of reading comprehension.This study focuses on the effect of story structure instruction on reading comprehension of students with mental retardation,explores the role of story structure instruction in improving the reading comprehension ability of students with mental retardation,and provides reading comprehension teaching suggestions for teachers in society-adaptation schools.This study adopts methods of single-case design and interview.Two students with mental retardation from society-adaptation school are selected as experimental research objects.Two head teachers and two Chinese teachers are selected as interview objects.In this study,reading comprehension is divided into two dimensions including surface meaning comprehension and deep meaning comprehension,“reading comprehension test” is adopted as the evaluation tool of experiment,and story essays are used as the teaching tool of experiment.The study adopts the A-B-A’ experimental design of the single-case design,divides the experiment into three stages: baseline period,teaching intervention period and maintenance period.Students’ performance and changing trend in overall reading comprehension,surface meaning comprehension and deep meaning comprehension are analyzed among different stages.The study uses “The Interview Outline of the Intervention Effect of Story Structure Instruction on the Reading Comprehension of students with mental retardation”(for teachers)to interview relevant teachers and further study the impact of story structure instruction on reading comprehension of students with mental retardation.The research draws following conclusions: First,through the story structure instruction,students with mental retardation have significantly improved their reading comprehension performance,surface meaning comprehension and deep meaning comprehension.Second,story structure instruction can maintain the level of reading comprehension,surface meaning comprehension and deep meaning comprehension.Third,development speed and stability differences are found between students with mental retardation in reading comprehension.Therefore,educational suggestions are put forward: first,value the application of story structure instruction in reading comprehension.Second,attach the importance of story map while teaching reading comprehension to students with mental retardation.Third,pay attention to individual differences among students with mental retardation during teaching reading comprehension.