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Using concept mapping to improve poor readers' understanding of expository text

机译：使用概念映射来提高贫困读者对说明文字的理解

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摘要

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 deterrnine 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.
机译：本研究检查了与传统的仅演讲方法相比，概念图的使用在讲解说明材料方面是否更有效。其目标是三重的。首先，确定与基于数字文本的概念映射相比，多媒体概念映射是否会产生差异化的学习结果。其次，将上述实验方法与传统教学方法进行比较，最后证明在使用的三种教学方法下，儿童所报告的满意度水平是否存在显着差异。 30名五年级儿童参加了这次比赛，从中形成了三组贫困读者，年龄，性别和阅读能力相匹配。两个实验组分别使用基于数字文本的地图和多媒体概念图进行教学，而对照组则采用传统的说明材料教学方法。每个小组针对三种不同的说明性文字进行三节教学。结果表明，概念图可以作为教学讲解内容的有效手段。但是，将多媒体元素添加到概念图时，没有不同的学习结果。据报道，这三种方法的满意度均中等。这些发现与文献一致，强调了概念图在阅读困难儿童的学习和指导中的重要性。这项研究的结果为潜在的教育者提供了在小学阶段贫困读者中使用多媒体的信息。

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