Fifth Graders ’ Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels

Kimberly Ann Jennings · Audrey C. Rule · Sarah Vander Zanden · Er Zanden

31 citations0/0 files storedlnternational Electronic Journal of Elementary Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Comics and Graphic Narratives Reading and Literacy Development Literacy and Educational Practices

Abstract

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

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 31 citations exist upstream.

References

2003LITERACY IN THE NEW MEDIA AGE 2008Multimodality and Literacy in School Classrooms 1991Becoming Literate: The Construction of Inner Control 1970Lateral thinking: Creativity Step by Step 2003Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?1994Literature Circles: Voice and Choice in the Student-Centered Classroom 2009Teaching the Graphic Novel 2007The Invention of Hugo Cabret

Cited by

2019How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms?2016Designing and implementing a test for measuring critical thinking in primary school 2017More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives 2020Using comics and graphic novels in K-9 education: An integrative research review 2021Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing 2018Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.