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ERIC Number: EJ1014702
Record Type: Journal
Publication Date: 2013-Jul
Pages: 7
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1741-4350
How Graphic Novels Support Reading Comprehension Strategy Development in Children
Brenna, Beverley
Literacy, v47 n2 p88-94 Jul 2013
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students' development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: "keys" that supported form-specific comprehension strategies and "master keys" that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non-fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama. (Contains 2 tables. A bibliography of grade 4 graphic novel resources is included.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A