Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading

Autor/in	Stradtmann, Amy A.
Titel	Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading
Quelle	(2023), (196 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Judson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7621-9
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Reading Motivation; Learner Engagement; Cartoons; Novels; Reading Habits; Data Interpretation; Hermeneutics; Grade 7; Semiotics; Visual Literacy; Instruction; Concept Formation; Reading Comprehension; Self Efficacy; Emotional Experience; Teacher Attitudes; Parent Attitudes; Educational Benefits + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesemotivation; Zeichentrickfilm; Novel; Roman; Reading habit; Lesegewohnheit; Data evaluation; Datenauswertung; Hermeneutik; School year 07; 7. Schuljahr; Schuljahr 07; Semiotik; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Teaching process; Unterrichtsprozess; Concept learning; Begriffsbildung; Leseverstehen; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Elternverhalten; Bildungsertrag
Abstract	Motivation and engagement are often barriers to literacy for adolescent readers. Traditionally, the graphic novel has been seen as easy to read and a resource that only has value for students with language difficulties or learning challenges. This qualitative case study investigated how middle school readers' ability to make meaning contributed to their reading motivation and engagement. Additionally, this study explored the semiotic resources or modes that assist readers in meaning making of graphic novels. Data collection tools included surveys, interviews, and graphic narratives. The results from this study indicated that the graphic novel has the potential to motivate and engage middle school readers when combined with visual literacy instruction. Direct instruction of semiotic resources or modes, such as graphic novel conventions and visual elements, positively contributes to adolescents' motivation and engagement. This study finds that after a week of visual literacy instruction, the reading motivation of one class of seventh-grade readers increased as the students learned to see images and make meaning from images. Furthermore, these readers found that meaning making impacted their reading comprehension, increased their self-efficacy as readers, and was enjoyable. In addition, after visual literacy instruction, these middle school students made meaning from modes from each category concurrently--visual elements, narrative structures, and design features. Likewise, these readers used images in addition to various visual elements, narrative structures, and design elements during the meaning making process. Consequently, the findings from this study suggest that middle school students may benefit when both parents and teachers view the graphic novel as a legitimate literary format beneficial for academic purposes and choice reading material. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01