The Strategical Use of Concept Maps in Reading Comprehension of Students Who Are Deaf

The aim of this paper is to examine the effectiveness of semi-completed concept map instruction in reading comprehension of students who are deaf. An intervention study based on ABA research design took place, which involved scaffolding instruction on the use of concept maps in the reading comprehension of narrative texts. A 10-year-old deaf student born to deaf parents participated in our study. The effectiveness of concept map instruction in reading comprehension was evaluated based on the student’s responses to seven multiple choice reading comprehension questions and text recalls in Cyprιot Sign Language. The instruction on concept maps improved the student’s reading performance, as indicated mostly in text recalls.