Grade Level: All levels
1. What is the purpose of Semantic
Webbing? 4. In what types of settings should
Semantic Webbing organizes information and Semantic Webbing be used?
relationships in a visual display. It assists in Semantic Webbing can be utilized by
reading comprehension and concept individuals or groups. As participation in
attainment and in the setting of purpose for offering information and points of view is
reading through prediction. It is also a vital, the group should be comfortable and
helpful strategy for idea generation and accepting.
organization in the writing process.
Semantic webbing can be used as a tool for
2. With whom can it be used? prediction in a story, with continued reading
Semantic Webbing can be used with any to verify or disprove points raised. It can
student in any subject area. It may appeal to follow a story to chart character or plot
those with a visual modality preference and is analysis. It assists in clarifying opinions and
particularly effective for students with points of view. It can also serve as a vehicle
learning disabilities because it encourages the for problem solving and research. At the
student to integrate related knowledge. secondary school level, semantic webbing can
be utilized as a notemaking tool in content
3. What teaching procedures should be area subjects.
used with Semantic Webbing?
Semantic Webbing can be used with narrative 5. To what extent has research shown
or expository texts. It begins with a core Semantic Webbing to be useful?
topic or question usually generated by the Semantic Webbing has been shown to be an
teacher. The teacher's role is very crucial in excellent strategy for use in reading lessons.
that he or she guides the development of the It not only provides a framework for the
web. students' conceptualization of the story, it also
allows the teacher to observe the students'
From students' responses, web strands are comprehension. In general, the use of
added. Responses may be based on fact or graphic displays has proven to significantly
opinion. The strands are supported by strand improve comprehension and recall with
supports constructed by facts, inferences and normally achieving students and students
generalizations from the text. with learning disabilities.
While semantic webs can be used with any References
type of text, this technique is especially useful 1. Freedman, G. and Reynolds, E. (1980).
for extracting information from expository Enriching basal reader lessons with
texts. For example, it can be used to organize semantic webbing. The Reading Teacher,
key characteristics of dinosaurs (Refer to 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, 12-
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, 424-
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
A type of
Some are animal
eggs Some can fly