ERIC Number: EJ1124028
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Now I "See": The Impact of Graphic Novels on Reading Comprehension in High School English Classrooms
Cook, Mike P.
Literacy Research and Instruction, v56 n1 p21-53 2017
Few empirical studies have been conducted to investigate the educational uses of graphic novels. Because of this, misconceptions and stereotypes exist. This article presents findings from a study examining the effects of graphic novels on high school students' (N = 217) reading comprehension. A graphic adaptation of a traditionally taught text (Poe's "The Cask of Amontillado") was explored as (a) a replacement text and (b) a supplemental text. The study design utilized a factorial analysis of variance with three independent variables: text type, grade level, and gender. A reading comprehension test was developed to serve as the dependent variable. Findings indicated significant effects for all factors. At the conclusion of the study, post interviews were conducted to elicit students' and teachers' perceptions of interacting with the graphic text.
Descriptors: Cartoons, Novels, Reading Comprehension, High School Students, Reading Instruction, Supplementary Reading Materials, Factor Analysis, Instructional Program Divisions, Gender Differences, Reading Tests, Visualization, Mixed Methods Research, Interviews, Student Attitudes, Teacher Attitudes, Reader Text Relationship, English Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A