This research applied the rules and steps of Mind Mapping incorporated with picture-book teaching materials to design a picture-book reading instruction program which is suitable for the first-grade elementary students.This research was conducted under the nonequivalent pretest-posttest control group design, sampling from two first grade classes in an elementary school in Taipei City. One class was assigned as the experimental group, and the other was assigned as the control group. The experiment teaching period was 24 periods, 2 periods a week for 12 weeks. The experimental group received the incorporating Mind Mapping with picture-book reading instruction, while the control group received the regular picture-book reading instruction. Before the study was officially conducted, the experimental group learned Mind Mapping skills for one semester. They also received two Mind Mapping classes as review in the beginning of the next semester.The research tools used were ―Reading Comprehension Test‖ by Miss Li-Chi Lee; ―Picture-Book Reading Comprehension Test‖ designed the researcher, and ―Questionnaire on Mind Mapping Instruction Feedback‖. The data of this research were analyzed by one-way ANCOVA and percentage frequency. The qualitative data such as students’ worksheets, and teaching introspections were integrated to provide an evidence for research results.The major findings of this research were summarized as follows:1. Incorporating Mind Mapping with picture-book reading instruction could raise the students’ reading comprehension ability.2. Students in the experimental group had excellent and positive responses to the incorporating Mind Mapping with picture-book reading instruction.

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Hsin-Yi, W. (2015). The effects of incorporating mind mapping with picture-book reading instruction on the reading comprehension ability of 1st grade elementary school students. International Journal of Humanities, Arts and Social Sciences, 1(4), 147-155.