1. The Effect of Semantic Mapping on Reading Comprehension over time 2640 Reza Nejati*, Akram Pejman Asl *-Assistant Professor, Shahid Rajaee Teacher Training University, Tehran, Iran 2-MA Student, Shahid Rajaee Teacher Training University, Tehran, Iran Nejatireza1@yahoo.com Akrampj@yahoo.com Result and Discussion References Abstract Purpose and Question of the Study Method of the Study This study attempted to examine the effect of semantic mapping strategy on learners' reading comprehension. Eight reading comprehension texts of the students' textbook were used as the treatment material. The participants were taught how to make semantic maps for each text. Then, two different posttests were administered to participants at three time intervals. The first posttest, administered twice, included six texts selected from the University Entrance Exam and the second one administered the last time included six texts selected from the Preliminary English Test (PET). The data was analyzed through the one- way repeated measures ANOVA to see the differences of within group. The results showed that semantic mapping strategy was effective on improving participants' reading comprehension ability. Key Words: reading comprehension, semantic mapping, cognitive strategies Reading comprehension is one of the main skills that most EFL learners need. Semantic mapping is one of the examples of cognitive strategies in reading comprehension (Bouchard, 2005). It has three applications: general vocabulary development, pre and post reading strategy and a study skill technique (Heimlich and Pittleman, 1986). To clarify the meaning of semantic maps, Heimlich and Pittleman (1986) described them as "semantic maps are diagrams that help students see how words are related to one another". Grabe (2009) states that "semantic mapping typically emerges from a reading text and a topic". The present study aims to examine the effect of semantic mapping on reading comprehension of learners. To this end, the following research question was raised: Does semantic mapping strategy have any effect on reading comprehension over time? The participants of this study were twenty three female high school students studying in Gharchak, Tehran. They were in grade four. The participants were homogenized by the pretest based on their language proficiency. In this study, three instruments were used: University Entrance Exam, PET and students' textbook. In treatment sessions, the researcher began teaching the text by introducing the content words through using the semantic maps and guided discussion. The posttests were administered in three times. Since there are three post-tests in this study, the researcher is supposed to run linear, quadratic and cubic trend analysis. In other words, the researcher tests the growth model. To do so, first the linear trend of the two groups is examined. The linear trend of the group is significant: M=24.47, SD=3.02, F (1, 92) = 128.74, p=.00. The quadratic trend of the semantic group is significant: M=27.43, SD=1.99, F (1, 92) = 21.01, p=.00. The cubic trend of the group is not significant (M=27.39, SD=2.33, F (1, 92) =.07, p=.78). The table is not provided here. Therefore, there is a rapid growth over time in the semantic group. This study helped the participants to: 1.improve their reading comprehension, 2.guide them to activate their prior knowledge to better comprehend the texts, 3.become independent readers, 4.experience cooperative learning, 5.participate in a learner-centered, meaningful and real communication. Bouchard, M. (2005). Comprehension Strategies for English Language Learners. Scholastics. Grabe, W. (2009). Reading in a second Language. Cambridge University Press. Heimlich, J. E., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark: DE: International Reading Association.