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Abstract Although graphic strategies, such as graphic organizers and knowledge maps, have proved helpful for text learning, certain important application issues such as surface processing and cognitive overload have yet to be resolved. The authors tested the learning effects of a concept-mapping strategy. They designed 3 concept-mapping approaches—map correction, scaffold fading, and map generation—to determine their effects on students' text comprehension and summarization abilities. The experimental results from 126 fifth graders showed that the map-correction method enhanced text comprehension and summarization abilities and that the scaffold-fading method facilitated summarization ability.
Chang et al. (Tue,) studied this question.