Using Picture Stories and Mind Maps to Improve Narrative Ability of a CI Student
This study aimed at investigating the impact of picture storytelling and Mind Maps as pre-writing tools for cochlear implanted student. Action research was conducted to improve cochlear implanted learner’s narrative writing skills with the aid of picture storytelling and mind maps. Number cycles of action-research were carried out to teach narrative writing and mind mapping over a period of two months. Data were collected at three stages of the study which included: pre-intervention, intervention and post intervention. In the pre-intervention stage, data were collected by using pre-writing samples. During the intervention stage, the data were collected through observations. In the post-intervention stage, data were collected by using two post writing samples. This strategy was developed on the assumption that while initially, the cochlear implanted learner would show difficulty in writing narratives and constructing mind maps but gradually the cochlear implanted learner would show less difficulty when the learner would become more acquainted with the strategies. The findings depicted positive outcomes in the writing ability of the participant. The result also showed a sound level of the effectiveness of picture storytelling and mind maps suggesting imperative need to incorporate them in educational settings in order to help cochlear implanted learners to write to their maximum potential.