ERIC Number: EJ1098189
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 89
Revitalizing Tier 2 Intervention with Graphic Novels
Smetana, Linda; Grisham, Dana L.
Reading Horizons, v51 n3 Article 3 p181-208 Dec 2011-Jan 2012
The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in the RTI intervention program. In addition, graphic novels were used to develop students' vocabulary and comprehension skills and resulted in increased progress for students' fluency as measured by DIBELS. Since graphic novels are not grade level specific, they are appropriate for readers across grades. As a genre, graphic novels can also provide a scaffold for students in the development of literacy skills.
Descriptors: Response to Intervention, Elementary School Students, Urban Schools, Word Recognition, Vocabulary Development, Cartoons, Novels, Teaching Methods, Reading Difficulties, Reading Fluency, Reading Instruction, Benchmarking, Behavior Change, Student Behavior
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)