Flosser, Heather2016-05-122016-05-122009-07http://hdl.handle.net/11603/2833The purpose of this study was to determine whether the use of a mnemonic map would positively affect the reading comprehension achievement of students in a selected eighth grade classroom. The Gates-MacGinitie Reading Test was the measurement used for this study. To examine the effectiveness of the mnemonic map on reading comprehension, this study utilized the pre-test/post-test quasi-experimental design. The treatment, use of the mnemonic map “SUPER-G,” took place for a one month period of time. No significant improvement was observed based on the pre- and post-test results; therefore, the hypothesis was rejected. Future research is recommended using a one-on-one instructional approach with a sample of students who are all at the same educational performance level.42 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Reading comprehension -- Study and teaching (Middle school)Mnemonics -- Study and teaching (Middle school)Reading comprehensionMnemonic mapsText