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Smetana, Linda, et al. "Using Graphic Novels in the High School Classroom: Engaging Deaf Students With a New Genre." Journal of Adolescent & Adult Literacy 53. (2009): 228–40. Added by: joachim (05/04/2017, 11:09) Last edited by: joachim (05/04/2017, 11:12) |
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| Resource type: Journal Article Language: en: English Peer reviewed DOI: 10.1598/JAAL.53.3.4 BibTeX citation key: Smetana2009 Email resource to friend View all bibliographic details  |
Categories: General Keywords: Didactics, Disability, Empirical research Creators: Burns, Grisham, Odelson, Smetana Collection: Journal of Adolescent & Adult Literacy |
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| Attachments | URLs http://www.jstor.org/stable/25614551 |
| Abstract |
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Two high school teachers of Deaf students and two teacher educators present this article about the use of graphic novels as an important genre for teaching literacy and academic skills in the high school classroom. During a summer session for failing Deaf students at a state-sponsored school, two English teachers taught and documented their students’ experiences in reading and responding to selected graphic novels. They collaborated with two teacher educators in reviewing the literature on the usefulness of graphic novels in motivating and engaging struggling readers. The article provides a description of the project, a rationale for the use of graphic novels, and examples from students’ work from the summer session. Resources are included for teachers interested using graphic novels with any group of students.
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