The Effects of a Venn Diagram Strategy on the Literal, Inferential, and Relational Comprehension of Students with Mild Disabilities
Abstract
This study examined the effects ofVenn diagram strategy on the literal, inferential, and relational reading comprehension of students with mild disabilities (learning disabilities or educable mentally handicapped). Twenty-six students with mild disabilities, who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were assigned to either an experimental or control group. Through a strategy format, students in the experimental group were taught to independently create Venn diagrams from reading passages. Students who were taught the Venn diagram strategy demonstrated statistical gains in both literal and relational comprehension measures on both the two-topic and three-topic reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.
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