Curriculum & Instruction Faculty Publications

Document Type

Article

Keywords

Graphic novels; Comprehension;

Journal/Book/Conference Title Title

International Electronic Journal of Elementary Education

Volume

6

Issue

2

First Page

257

Last Page

274

Abstract

The comparative effectiveness of graphic novels, heavily illustrated novels, and traditional novels as reading teaching tools has been sparsely researched. During the 2011-2012 school year, 24 mixed-ability fifth grade students chose to read six novels: two traditional novels, two highly illustrated novels and two graphic novels. Students participated in discussion groups structured with thinking skills, and completed assignments during and after reading the books. Student comprehension and enjoyment were measured by rubric-graded assignments and rating scales. The numbers of student responses during discussions per type of novel were tabulated. The graphic novel received the highest scores in all categories. The researchers conclude that graphic novels be considered an engaging and effective method of teaching reading to fifth graders.

Department

Department of Curriculum and Instruction

Comments

First published in International Electronic Journal of Elementary Education, v. 6, no. 2, pp. 257-274. Article

Original Publication Date

3-2014

Repository

UNI ScholarWorks, University of Northern Iowa, Rod Library

Date Digital

2014

Copyright

©2014 Kimberly Ann Jennings, Audrey C. Rule, Sarah M. Vander Zanden

Language

EN

File Format

application/pdf

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