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Zimmerman, Belinda und Sharon Kruse: "The Fluency Development Lesson Gets Graphic." In: SANE journal 1.3 (2013), S. 16–29, <https://digitalcommons.unl.edu/sane/vol1/iss3/3>. 
Added by: joachim (2019-05-30 17:10)   Last edited by: joachim (2019-05-30 17:13)
Resource type: Web Article
Languages: English
Peer reviewed
BibTeX citation key: Zimmerman2013
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Categories: General
Keywords: Didactics, Language
Creators: Kruse, Zimmerman
Collection: SANE journal
Views: 16/218
Attachments   URLs   https://digitalcom ... u/sane/vol1/iss3/3
Abstract
Historically viewed as a marker of intelligence and social standing, reading with prosody and understanding is a defining characteristic of the educated. For some learners, however, this process is may be challenging. The critical demands and complexities of the twenty-first century world necessitate that students read and perform at considerably higher levels of literacy than ever before. Traditionally, reading texts have favored the written word over images, illustrations, and graphics. Graphic novels with their engaging formats, enchanting stories, and exemplary literature offerings are an ideal choice for struggling readers since text and art are positioned as equal partners in the literary experience. In this paper, we argue that graphic novels are an important visual format of the literacy instruction of all students, especially those who find the reading process to be difficult. The research-based strategy known as the Fluency Development Lesson (FDL) shows promise for assisting adolescent readers in accelerating their literacy progress. In this article, the ways in which the FDL employs graphic novels as tools to engage and motivate struggling readers is explored. In addition, how teachers can use graphic novels as part of a systematic instructional routine is modeled and the implications for classroom practice are discussed. In conclusion, teachers are encouraged to utilize graphic novels to promote literacy success in their classrooms.
  
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