Graphic novels use visual literacy and multimodal learning two methods of teaching. Graphic novels also have a history of being motivating to students. This study aims to quantify the degree of influence graphic novels have on secondary student comprehension and motivation. Students were recruited from two classrooms taught by one twelfth-grade teacher. Students who received a graphic novel supplement performed significantly higher on comprehension as measured by grades than students who did not receive a graphic novel supplement for that material. Before and after each unit, students completed a motivational survey. There were no significant differences between pre- and post-test motivation data. Results indicate that more research on the effect of graphic novels on comprehension is needed.
|Commitee:||Anderson, Darshon, Brinegar, Jennifer, Martens, Heather, Whittingham, Jeff|
|School:||University of Central Arkansas|
|School Location:||United States -- Arkansas|
|Source:||DAI-A 77/07(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Literacy, Reading instruction|
|Keywords:||Adolescents, Comic books, Graphic novels, Motivation, Reading comprehension|
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