Why Textmapping?
Teachers use many graphic organizers to help students make connections while reading and increase comprehension. Many of them include the word 'map'.
Textmapping is different, because rather than creating a secondary material such as a diagram, the text IS the graphic organizer. The mapping is developed within the text itself and emphasizes the importance of viewing a text holistically. It is explicit and concrete and versatile.
Textmapping is based on ancient use of scrolls for an experience with one long piece of text. It is an active, global mode of teaching reading comprehension. It addresses the weaknesses in reading comprehension, and teaches active/meta-cognitive reading skills. It has great value to help visually organize text that some students with disabilities don't see on their own. Textmapping is a great strategy for visual kinesthetic learners. It is the perfect platform for teaching traditional techniques in an in-context meaningful way to help students know themselves as learners.
"Good readers are active readers...Good readers
typically look over the text before they read,
noting such things as the structure of the text
and text sections that might be most relevant to
their reading goals"
- Effective Practices for Developing Reading Comprehension by Nell K. Duke and P. David Pearson
Dave Middlebrook is the founder of textmapping.org. He invented the textmapping method and pioneered the use of scrolls and textmapping for classroom instruction in 1990. Dave's inspiration for his work stems from his own experiences with ADD and learning disabilities, which have taught him to approach reading and comprehension from new and innovative directions. His website is full of comprehensive information about textmapping.
Read through the following link to Dave Middlebrook's website for additional information:
http://textmapping.org/overview.html
Research regarding comprehension, story mapping, and teaching students with disabilities
AN EXPLANATION OF READING COMPREHENSION ACROSS DEVELOPMENT USING MODELS FROM CATTELL–HORN–CARROLL THEORY: SUPPORT FOR INTEGRATIVE MODELS OF READING. | |
File Size: | 148 kb |
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Improving Reading Comprehension for Elementary Students With Learning Disabilities: UDL Enhanced Story Mapping. Preventing School Failure: Alternative Education for Children and Youth, | |
File Size: | 152 kb |
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evidence-based_strategies_for_improving_the_reading_comprehension_of...implications_for_students_with_ld.pdf | |
File Size: | 148 kb |
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Serafini- Expanding the Four Resources Model: Reading Visual and Multi-Modal Texts | |
File Size: | 147 kb |
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