The ability to read in a second language is considered an essential skill for academic students and paves the way for independent language learning (Dolehanty, 2008). The reader's responsibility is not only to have oral proficiency, look at graphic symbols from left to right, and decode symbols printed on a page, but is also expected to derive meaning from the written text (Novak & Gowin, 1984). The ability to understand text is to create meaning (Pressley, 2000) which in turn requires readers to make connections between new and known information (Pearson, Roehler, Dole, & Duffy, 1992; Pressley, 2000). This perspective is contrary to rote learning in which no effort is made to establish this connection (Ausuble, 1968; Mintzes, Wandersee, & Novak, 2000). Furthermore, this indicates the interactive nature of reading in which the reader reconstructs the meaning intended by the author by activating previous knowledge (Grabe, 1991). In line with its interactive nature, reading is believed to involve cognitive processes aimed at developing a plan (strategy) to help students understand when reading words does not provide meaning in itself (Pearson et al., 1992). Consequently, instructing students explicitly in the use of strategies has been important in second language programs. Any strategic instruction that includes the concept map (CM) learning strategy, in fact, can transform learning from being rote to meaningful (Novak & Gowin, 1984). CM helps students organize information through visual aids (Liu, Chen, & Chang, 2010) and motivates them to find relationships between ideas (Novak & Gowin, 1984). Furthermore, it is not just a graphic organizer, but a way to connect the text to the student's current knowledge and experiences. N...... middle of paper ......Chinese students. Reading Research Quarterly, 39, 162-186. Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge and New York: Cambridge University Press. Willerman, M., & Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705-712.Wu, Y. S., & Zeng, Y. T. (2003). The effects of cognitive mapping teaching strategies on fifth grade students' understanding of scientific articles and their effects. Collected Education Papers, 49(1), 135–169. Zarei, G. R., & Alibabaee, A. (2013). Autonomy as a determinant of future learning: A study of English language learners. The International Journal of Humanitie, 20, 61-82. Zimmaro, D. M., & Cawley, J. M. (1998). Concept map form. Schreyer Institute for Innovation in Learning: Pennsylvania State University.