The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to compare the above experimental approaches to traditional teaching and finally to demonstrate if there are significant differences in the level of satisfaction reported by children under the three instructional approaches used. Thirty fifth grade children participated from which three groups of poor readers were formed, matched on age, gender and reading ability. The two experimental groups were taught with the use of digital text-based and multimedia concept maps respectively and the control group was subjected to the traditional teaching method of expository material. Each group had three sessions of instruction on three different expository texts. The results indicated that concept mapping can be an effective means for teaching expository content. However, there were no differential learning outcomes when adding multimedia elements to concept maps. Moderate satisfaction was reported for all three approaches. The findings coincide with the body of literature emphasizing the importance of concept mapping in the learning and instruction of children with reading difficulties. The study's results inform potential educators on the use of multimedia with poor readers in elementary school.