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
Original Publication Date
3-2014
Repository
UNI ScholarWorks, University of Northern Iowa, Rod Library
Copyright
©2014 Kimberly Ann Jennings, Audrey C. Rule, Sarah M. Vander Zanden
Date Digital
2014
Language
EN
File Format
application/pdf
Recommended Citation
Ungraded in Sherpa/Romeo
Comments
First published in International Electronic Journal of Elementary Education, v. 6, no. 2, pp. 257-274. Article