Story and Concept Maps¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 8 studies (3 causal, 2 quant-synthesis, 2 review, 1 associational), q2–q4 · 1 of 8 report an effect size · 1 claim rests on one study

Description¶

Story and concept maps are visual representations used to organize information and enhance comprehension, particularly of narratives and complex relationships. Story maps focus on key story elements — characters, setting, problem, and solution — while concept maps show labeled relationships between concepts arranged hierarchically. Learners construct, complete, or extend the maps before, during, or after reading, converting text into an organized spatial structure that makes relationships explicit.

Design Implications¶

Graphic organizers reduce extraneous load by externalizing structure that learners would otherwise hold in working memory Chunking reduces working memory load. [+M], and combining verbal and spatial representations supports dual coding of content Media combinations affect recall and retention. [+M]. The critical design decision is who builds the map: learner-generated maps produce deeper learning than studying instructor-provided ones, because construction forces selection, organization, and integration Self-explanation improves conceptual understanding. [+M]. Maps work best when paired with explicit modeling of how to identify elements and link them, not handed out as blank worksheets.

Context¶

Requirements¶

• A story or informational text with a clear structure worth mapping
• Blank or partially completed templates (paper or digital)
• Explicit instruction and modeling of how to identify elements and justify links (Practice with Provide Guidance)
• A follow-up task that uses the map (summarizing, retelling, writing, discussion) rather than treating the map as the end product

Constraints¶

• Learner-generated maps can impose heavy extraneous load for novices who must simultaneously construct format and comprehend content Chunking reduces working memory load. [-M] — partially completed templates or worked map examples reduce this
• Studying a completed map without generating connections yields shallow processing Self-explanation improves conceptual understanding. [-M]
• Poorly structured texts or forced mappings of content that does not fit the template produce misleading organization [-W]
• Time-intensive; effectiveness depends heavily on quality of teacher guidance and modeling [-W]

Implementation Variability¶

• Pre-reading story maps activate expectations about narrative structure (Advance Organizers)
• During-reading maps support monitoring and annotation (Annotating)
• Post-reading maps serve summarization and prewriting
• Fill-in vs. open construction: scaffolded templates for novices, open maps for learners with more prior knowledge
• Digital tools (Popplet, MindMeister, CmapTools) allow collaborative, revisable mapping

Target Learners¶

• K–12 learners, especially struggling readers who benefit from externalized narrative structure [+M]
• English language learners, for whom the visual-verbal pairing supports vocabulary and text structure Media combinations affect recall and retention. [+M]
• Less beneficial for learners with strong prior knowledge of the text structure, for whom the template adds redundancy [~M]

Target Learning Goals¶

• Narrative comprehension: identifying story grammar elements and their relationships
• Summarization and main-idea identification
• Knowledge organization: representing hierarchical and relational structure among concepts
• Prewriting: planning text structure before composition

Instructions¶

1. Select a text and a map type matched to its structure (story grammar map for narrative; hierarchical concept map for expository text).
2. Model the process on a short example text, thinking aloud about how you identify elements and decide on links (Provide Guidance).
3. Have learners read the target text (Assigned Readings) and complete a partially filled template (Practice).
4. Require learners to justify or label the links between concepts — unlabeled arrows do not encode relationships Self-explanation improves conceptual understanding. [+M].
5. Use the completed map for a generative task: oral retell, written summary, or draft outline.
6. Fade the template over successive texts as learners internalize the structure.

Related Strategies¶

• Advance Organizers — pre-reading maps function as advance organizers for text structure
• Annotating — marking the text is the precursor skill to selecting what goes on the map
• Summarizing — the map is often the intermediate representation from which a summary is written

Examples¶

• Story maps for narrative comprehension: Reutzel's story map procedure has students identify setting, characters, problem, goal, and resolution on a template before retelling, improving main-idea comprehension in elementary readers.
• CmapTools (https://cmap.ihmc.us) — free concept-mapping software developed at IHMC based on Novak's research program; supports collaborative, scored concept maps in science classrooms.
• Popplet (https://popplet.com) — a visual mapping tool used in K–12 classrooms for collaborative story mapping and vocabulary webs.
• Prewriting in writing workshop: students map characters, conflict, and resolution before drafting personal narratives, then write from the map.

Key Sources¶

• Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Florida Institute for Human and Machine Cognition Technical Report IHMC CmapTools 2006-01 Rev 01-2008. https://cmap.ihmc.us/docs/theory-of-concept-maps
• Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. doi:10.3102/00346543076003413
• Reutzel, D. R. (1985). Story maps: A comprehension strategy. The Reading Teacher, 38(4), 456–462.
• Stull, A. T., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820. doi:10.1037/0022-0663.99.4.808
• Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. doi:10.1037/h0084295