Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept maps, whereas the other half in the control group read the same texts without concept maps. Both groups took a reading comprehension test in a multiple-choice format and a recall test in which they were asked to write down the propositions they remembered from the texts. Results revealed that the experimental group outperformed the control group both in reading comprehension and in the recall of propositions. These findings suggest that concept maps can be embedded into reading textbooks to facilitate top-down interactions between the reader and the text and to enhance the recall of propositions.