How Thinking Maps Affect Instructio

This study addressed the implementation of Thinking Maps in reading comprehension and writing instruction in a Middle Tennessee school district. As a teacher, the researcher provided direction and facilitated the implementation process. The implementation process consisted of a pre and post lesson related to the use of Thinking Maps. Participants in the treatment group sequenced events from a story in a Flow Map, one of eight Thinking Maps. Participants in both groups completed a timed writing prompt related to the sequenced events of a story read to them by the researcher. The results indicated that Thinking Maps are effective when implemented during writing instruction.