Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

• Published in: Learning disability quarterly Vol. 45; no. 3; pp. 212 - 224
• Main Authors: Calvin, Kristie L., Gray, Shelley
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2022; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Bilingual Students; Bilingualism; Effect Size; English (Second Language); English as a second language learning; Instructional Effectiveness; Intervention; Learning; Learning Disabilities; Middle School Students; Middle schools; People with disabilities; Reading Comprehension; Spanish; Spanish language; Students with Disabilities; Teaching Methods; Arizona; bilingual learners; learning disabilities; single subject methods; reading comprehension
• ISSN: 0731-9487; 2168-376X
• DOI: 10.1177/0731948720958644

The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall (.94) TAU-U effect sizes showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.