A Study of the Effect of Studing through Conceptual Map on Reading Comprehension of Third Grade High School Students

The present research was performed to compare the effectiveness of studying through conceptual map with traditional method on reading comprehension. The research method was experimental with a pre-test and a post-test. Thirty-eight third-year high school students were selected among all third-year students in Torbate-Heydarie in 2011-2012 academic year through random clustering method in experimental and control group. The research instruments included experimental texts، comprehension test and a researcher-made conceptual map. Both groups participated in comprehension pre-test of experimental texts. Then، the experimental group studied the pre-planned conceptual maps along with experimental texts. The control group also studied the experimental texts without using conceptual map. After performing the comprehension post-test، resulting data were analyzed using co-variance analysis test. The findings showed that presenting subjects with pre-planned conceptual maps (experimental group) significantly improved their comprehension compared to control group. In addition، to improve students comprehension، it is useful for them to study the texts along with the pre-planned conceptual maps.