Name of the
strategy
described.
Semantic Maps
Why Is This Strategy Useful?
Because semantic maps use visual symbols to convey meanings, they may be helpful for
students who are visual learners. They provide an organizational framework that facilitates the
This section
of form
the abstract
explainsvisual
why this
thinking process for both children and adults. Semantic
maps
a powerful
picture of
strategy
should
help
students.
The
discussion
information and allow students to discover patterns and relationships they might otherwise may
includes brief information about the theoretical
have missed. By mapping relationships among words
and concepts, students may remember
background for each strategy.
vocabulary words better.
Description of Strategy
A semantic map is one type of graphic organizer. It helps students visually organize and
graphically show the relationship between one piece of information and another. This strategy
This part of
abstract provides
information
has been identified by researchers as an excellent technique
fortheincreasing
vocabulary
and
on
distinctive
features
of
the
strategy
andused
how to
improving reading comprehension. As a prereading activity, semantic mapping can be
it
would
be
implemented
in
the
classroom
or
activate prior knowledge and to introduce key vocabulary words. As a postreading activity,
school.
words, categories, and new concepts can be added to the original maps to enhance
understanding. Semantic mapping has been shown to be a beneficial learning/teaching
technique for native speakers of English at all grade levels in regular and remedial classrooms
as well as for those who are learning disabled.
In this section, readers will find a summary of the key features of
research that support the strategy, including the level of rigor of
the research (in this case, an “experimental study” which has a
high level of rigor), the grade level of the students in the study, and
One experimental study compared the effects of three types of interactive vocabulary instruction
the study outcomes.
Research Evidence
to “definition instruction.” The intervention consisted of eight 50-minute sessions over a span of
7 weeks. The subjects were 61 learning-disabled middle school students. Students in the
interactive interventions (including semantic maps) scored higher on a multiple-choice test for
reading comprehension and vocabulary learning than did students in the “definition instruction”
intervention.
Sample Studies Supporting This Strategy
Bos, C. S., & Anders, P. L. (1990). Effects of interactive vocabulary instruction on
the vocabulary learning and reading comprehension of junior-high learning
disabled students. Learning Disability Quarterly, 13(1), 31–42.
This section includes the abstracts from the
research studies, as written by the study
Drawing upon theory-driven vocabulary instruction
and the vocabulary-reading comprehension
authors. In general, these provide further
connection, this study compared the effectiveness
of
vocabulary strategies with
detail on thethree
studyinteractive
design, intervention,
“definition instruction.” Subjects were 61 learning
disabled
junior-high students. Using contentanalyses,
and outcomes.
area texts, students participated in one of three interactive strategies—semantic mapping (SM),
semantic feature analysis (SFA), and semantic/syntactic feature analysis (SSFA)—or in
definition instruction (DI). Learning was measured at both short and long terms by vocabulary
and comprehension multiple-choice items and written recalls. Results from the multiple-choice
items suggested that students participating in the interactive strategies demonstrated greater
comprehension and vocabulary learning than students receiving definition instruction. Results of
the written recalls indicated qualitatively and quantitatively greater recalls at long term for
students in the SFA and SSFA conditions, compared with those in the DI condition.
Sample Activity
(Source: http://fcit.usf.edu/FCAT/references/strategies/mi8.htm)
This strategy helps students organize information using a graphic organizer. Semantic mapping enables
This
includes
an as
example
of how
this strategy
students to not only visualize relationships, but
tosection
categorize
them
well. As
a direct
teaching strategy
might
be
implemented
in
the
classroom.
(Note
that not
that includes brainstorming and teacher-led discussions, it provides opportunities for schema
all
abstracts
include
a
sample
activity.)
The
intent
is to when
development and enhancement, as well as prediction, hypothesizing and verification of content
provide
more
implementation
details
–
if
Inquiry
used as a pre-reading activity. It is also referred to as a web or concept map.
Teams are considering using a given strategy, they
1. The teacher introduces a graphic organizer
to the
class.
can have
different
should
explore
or Itdevelop
moreseveral
activities
on theirappearances. It
can be shown as circles, squares, or ovals
with
connecting
lines.
own.
2. The students read an assigned text.
3. Through class discussion, the teacher writes the main idea of the text in the middle of the top circle.
4. The students share the supporting details of the main idea and place them in circles that are
connected to the main idea by lines.
5. This activity can also be used by students in cooperative groups or individually.
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Additional Resources
Heimlich, J. E., & Pittelman, S. V. (1986). Semantic mapping: Classroom applications. Newark,
DE: International Reading Association.
Semantic mapping technique. http://www.k12.nf.ca/fatima/semmap1.htm
Teachers: How to use semantic mapping to increase vocabulary.
http://www.essortment.com/all/teachersusesem_tvej.htm
Lastly, the abstracts include additional
resources—these might be books, journal
articles, or Web sites. When possible, a
Web link is included to facilitate Inquiry
Teams’ exploration of these strategies.