Reading Comprehension
Reading Comprehension Strategy
Strategy: Semantic Web/Concept Map
Appropriate Grade Level: Elementary, Middle, and Secondary
Procedures/Steps:
1. Have students select an important word or topic from the lesson or reading assignment.
2. Write the word on the chalkboard or overhead projector.
3. Ask students to say (or jot down) as many related words as they can think of, from their own
learning experiences or from their reading of the text.
4. List these words on the chalkboard/overhead projector.
5. Organize the words into an octopus-like diagram.
6. Give names to the various categories. Elaborate by adding new categories or subcategories and
related words as appropriate.
Holidays
/
\
Names
Gifts
|
|
Valentine’s Day
Flowers
/
Colors
\
rose, daffodil, orchid
|
red, pink, purple
Comments and/or tips:
 Webs can be completed as a pre- or post-reading exercise.
 Besides building reading comprehension, this is one of the most common methods also used with
vocabulary instruction.
 This technique has also been used with English language learners with disabilities and has been
recommended as a strategy for improving the content area learning of English language learners.
 Words maps are similar to semantic webs and concept maps except that they are less elaborate and
are easier to complete.
Source:
Kim, A., Vaughn, S., Wanzek, J. & Wei, S. (2004). Graphic organizers and their
effects on the reading comprehension of students with LD: A synthesis of research. Journal of
Learning Disabilities. 37(2), 105-18.