Using Text Maps to Improve Reading Comprehension Deficits in Secondary Students with Emotional and Behavioral Disorders
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| Title: | Using Text Maps to Improve Reading Comprehension Deficits in Secondary Students with Emotional and Behavioral Disorders |
|---|---|
| Language: | English |
| Authors: | Allie J. Boquet (ORCID |
| Source: | Beyond Behavior. 2026 35(1):28-37. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, Emotional Disturbances, Behavior Disorders, Intervention, Educational Strategies, Scaffolding (Teaching Technique), Program Descriptions, Self Management, Reading Skills |
| DOI: | 10.1177/10742956261420828 |
| ISSN: | 1074-2956 2163-5323 |
| Abstract: | This practitioner article outlines the effective implementation of the text map intervention to enhance reading comprehension among secondary school students with emotional and behavioral disorders. By detailing structured steps, including teacher-generated and student-generated text maps, the authors guide educators through the process from introduction to mastery. Outcomes discussed include improved comprehension scores, increased student engagement, and enhanced self-regulation skills. Practical tips for intensifying the intervention and incorporating multimodal resources are provided to adapt the strategy for diverse learning environments and needs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500618 |
| Database: | ERIC |
| Abstract: | This practitioner article outlines the effective implementation of the text map intervention to enhance reading comprehension among secondary school students with emotional and behavioral disorders. By detailing structured steps, including teacher-generated and student-generated text maps, the authors guide educators through the process from introduction to mastery. Outcomes discussed include improved comprehension scores, increased student engagement, and enhanced self-regulation skills. Practical tips for intensifying the intervention and incorporating multimodal resources are provided to adapt the strategy for diverse learning environments and needs. |
|---|---|
| ISSN: | 1074-2956 2163-5323 |
| DOI: | 10.1177/10742956261420828 |
