The Effects of Instruction Using Semantic Mapping on Vocabulary and Comprehension

Abstract

Forty-four junior-high school students were randomly assigned to two vocabulary instruction treatments. One utilized context-rich three-sentence passages that were used as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words. Results indicated significant main effects favoring the semantic mapping treatment on average weekly test scores, post treatment test scores, and a standardized measure of general vocabulary knowledge. These findings suggest that focus on word features in related, known words may be an effective instructional method to learning new vocabulary.

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