NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100406
Record Type: Journal
Publication Date: 2016-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: EISSN-1533-242X
Concept Mapping as a Reading Strategy: Does It Scaffold Comprehension and Recall?
Tajeddin, Zia; Tabatabaei, Soudabeh
Reading Matrix: An International Online Journal, v16 n1 p194-208 Apr 2016
Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept maps, whereas the other half in the control group read the same texts without concept maps. Both groups took a reading comprehension test in a multiple-choice format and a recall test in which they were asked to write down the propositions they remembered from the texts. Results revealed that the experimental group outperformed the control group both in reading comprehension and in the recall of propositions. These findings suggest that concept maps can be embedded into reading textbooks to facilitate top-down interactions between the reader and the text and to enhance the recall of propositions.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A