Return to Story and Concept Maps strategy page.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Ciullo, S., Falcomata, T. S., Pfannenstiel, K., & Billingsley, G. (2015). Improving learning with science and social studies text using computer-based concept maps for students with disabilities. Behavior Modification, 39(1), 117-135.
Intons-Peterson, M.J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them? Journal of Experimental Psychology, 115(3), 267-280.
Lapp, D., Fisher, D., & Johnson, K. (2010). Text mapping plus: Improving comprehension through supported retellings. Journal of Adolescent & Adult Literacy, 53(5), 423-426.
Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50-56.
Stone, Rebecca H., Boon, Richard T., Fore, Cecil, III, Bender, William N., & Spencer, Vicky G. (2008). Use of text maps to improve the reading comprehension skills among students in high school with emotional and behavioral disorders. Behavioral Disorders, 33(2), 87-98.
Sturm, J. M., & Rankin‐Erickson, J. L. (2002). Effects of hand‐drawn and computer‐generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research & Practice, 17(2), 124-139.
Vallecorsa, Ada L., & DeBettencourt, Laurie U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20(2), 173-88.