Download full text
Download full text
ERIC Number: EJ1053749
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Fifth Graders' Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels
Jennings, Kimberly Ann; Rule, Audrey C.; Vander Zanden, Sarah M.
International Electronic Journal of Elementary Education, v6 n2 p257-274 Mar 2014
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.
Descriptors: Grade 5, Literature Appreciation, Student Interests, Reading Interests, Reading Comprehension, Novels, Illustrations, Cartoons, Comparative Analysis, Reading Instruction, Elementary School Students, Discussion Groups, Assignments, Rating Scales, Instructional Effectiveness, Reading Materials, Student Attitudes, Reading Achievement
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: firstname.lastname@example.org; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A