Semantic Webbing
Category: Reading/Writing/Memory/Notemaking
Grade Level: All levels
1. What is the purpose of Semantic
Webbing?
Semantic Webbing organizes information and
relationships in a visual display. It assists in
reading comprehension and concept
attainment and in the setting of purpose for
reading through prediction. It is also a
helpful strategy for idea generation and
organization in the writing process.
2. With whom can it be used?
Semantic Webbing can be used with any
student in any subject area. It may appeal to
those with a visual modality preference and is
particularly effective for students with
learning disabilities because it encourages the
student to integrate related knowledge.
3. What teaching procedures should be
used with Semantic Webbing?
Semantic Webbing can be used with narrative
or expository texts. It begins with a core
topic or question usually generated by the
teacher. The teacher's role is very crucial in
that he or she guides the development of the
web.
From students' responses, web strands are
added. Responses may be based on fact or
opinion. The strands are supported by strand
supports constructed by facts, inferences and
generalizations from the text.
While semantic webs can be used with any
type of text, this technique is especially useful
for extracting information from expository
texts. For example, it can be used to organize
key characteristics of dinosaurs (Refer to
Figure 1).
4. In what types of settings should
Semantic Webbing be used?
Semantic Webbing can be utilized by
individuals or groups. As participation in
offering information and points of view is
vital, the group should be comfortable and
accepting.
Semantic webbing can be used as a tool for
prediction in a story, with continued reading
to verify or disprove points raised. It can
follow a story to chart character or plot
analysis. It assists in clarifying opinions and
points of view. It can also serve as a vehicle
for problem solving and research. At the
secondary school level, semantic webbing can
be utilized as a notemaking tool in content
area subjects.
5. To what extent has research shown
Semantic Webbing to be useful?
Semantic Webbing has been shown to be an
excellent strategy for use in reading lessons.
It not only provides a framework for the
students' conceptualization of the story, it also
allows the teacher to observe the students'
comprehension. In general, the use of
graphic displays has proven to significantly
improve comprehension and recall with
normally achieving students and students
with learning disabilities.
References
1. Freedman, G. and Reynolds, E. (1980).
Enriching basal reader lessons with
semantic webbing. The Reading Teacher,
33, 677-684.
2. Horton, S. V., Lovitt, T. C., and Bergerud,
D. (1990). The effectiveness of graphic
organizers for three classifications of
secondary students in content area classes.
Journal of Learning Disabilities, 23, 1229.
3. Idol, L. (1987). Group story mapping: A
comprehension strategy for both skilled
and unskilled readers. Journal of
Learning Disabilities, 20, 196-205.
4. Idol, L. and Croll, V. (1987). Story
mapping training as a means of improving
reading comprehension. Learning
Disability Quarterly, 10, 214-229.
5. Peresich, M.L., Meadows, J.D. and,
Sinatra, R. (1990). Content area cognitive
mapping for reading and writing
proficiency. Journal of Reading, 33, 424432.
6. Sinatra, R.C., Berg, D., and Dunn, R.
(1985). Semantic mapping improves
reading comprehension of learning
disabled students. Teaching Exceptional
Children, 17, 310-314.
Figure 1. Semantic Web
Some are
meat eaters
A type of
animal
Some are
plant eaters
Dinosaurs
Lays
eggs
Some can fly
Extinct