Using Text Maps to Improve Reading Comprehension Deficits in Secondary Students With Emotional and Behavioral Disorders

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.