The Effectiveness of a Program Based on the Use of Concept Maps in Improving Descriptive Text among Female Students with Learning Disabilities

This study aimed to investigate the effectiveness of a program based on the use of concept maps in improving descriptive text writing among middle school female students with learning disabilities. The study employed a quasi-experimental methodology using a single-group pre-test and post-test design. The research instruments included a training program and descriptive writing tasks. The study sample consisted of 21 middle school female students with learning disabilities in Riyadh. The results revealed statistically significant differences between the pre-test and post-test in the number of words produced in the descriptive texts, with the post-test showing superior performance. Additionally, statistically significant differences were found in the number of sentences written in the descriptive texts, favoring the post-test. The findings also indicated significant differences between the two measurement points in the number of descriptive text elements, again in favor of the post-test. The study recommends integrating concept maps into descriptive writing instruction, as they effectively support idea generation, structural organization, and writing descriptive text for students with learning disabilities.