This study investigated the effect of the study skill strategies of concept mapping and cooperative learning on students' academic achievement. Forty fifth grade students were placed in three groups: (1) cooperative concept mapping groups (N=9--3 students in each of 3 small groups); (2) a standard concept mapping group (N=11); and (3) a control group (N=20). The students studied a science text and were later tested on their learning. Students in both concept mapping groups received higher scores on weekly vocabulary tests and the final unit test than did students in the control group. A reference list of 17 items and a bibliography of 20 items are provided. Appendixes include a description of the concept mapping procedure and sample concept maps. (BC)