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Cook, Mike P. "Now I “See”: The Impact of Graphic Novels on Reading Comprehension in High School English Classrooms." Literacy Research and Instruction 56. (2017): 21–53. Added by: joachim (8/7/24, 4:21 PM) Last edited by: joachim (8/7/24, 4:34 PM) |
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| Resource type: Journal Article Language: en: English Peer reviewed DOI: 10.1080/19388071.2016.1244869 BibTeX citation key: Cook2017a Email resource to friend View all bibliographic details  |
Categories: General Keywords: Didactics, Empirical research Creators: Cook Collection: Literacy Research and Instruction |
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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.
Added by: joachim Last edited by: joachim |