• SEMANTIC webbing, which is similar to semantic mapping (Pearson and Johnson 1978), is a process for organizing and integrating information that underlies many theories of conceptual thinking (Bru ner 1977) and instructional models and programs (Henry 1974, Gerhard 1975). In this article we describe the process of semantic webbing and how teachers can use it to enrich traditional basal reader lessons. Semantic webbing is a process for constructing visual displays of cate gories and their relationships. It is being increasingly explored as an effective way for teachers to organize and integrate materials and concepts for teaching (Pearson and Johnson 1978. Huck 1979, Huck and Hickman 1978). We present semantic webbing as a way for students to organize and integrate concepts for meaning. When students, with the help of a teacher, use webbing with a basal reader story, the resulting visual display, or semantic web, represents the cate gories and relationships they con struct from the story content, and their own related knowledge and "theories about the world" (Smith 1975). The basic model for constructing a web consists of the web's core ()
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