Semantic mapping as a pre- and post-reading comprehension technique¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Semantic mapping is a classroom technique for teaching reading comprehension that integrates new information with prior knowledge. Citing Heimlich and Pittelman, the article lists advantages: it "appears to motivate students of all age levels and to involve them actively in the thinking-reading process," integrates thinking with reading, integrates assessment with teaching, and helps teachers judge needed instruction based on what students demonstrate they know. Prior studies cited found semantic mapping groups outscored no-map controls on recall and comprehension tests.

Design Implications¶

Context¶

Requirements¶

• Used as a strategy to activate, assess and embellish students' prior knowledge of a topic before reading

Constraints¶

• The article's focus is expository passages of about 800 words with EFL college readers

Target Learners¶

• Students of all grade levels, including EFL college freshmen

Target Learning Goals¶

• Reading comprehension of expository and narrative text

Affordances¶

• Three Semantic Mapping Strategy Variants

Claims¶

• Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping [+W]

Related Elements¶

Examples¶

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Key Sources¶

• El-Koumy, Abdel Salam A. (1999). Effects of Three Semantic Mapping Strategies on EFL Students' Reading Comprehension. https://eric.ed.gov/?id=ED435193