Integrative and Illustrative: Multimodal Acquisition, Comprehension, and Composition

Autor/inn/en	Roberts, Kathryn L.; Meyer, Carla K.; Brugar, Kristy A.; Jimenez, Laura M.
Titel	Integrative and Illustrative: Multimodal Acquisition, Comprehension, and Composition
Quelle	In: Middle School Journal, 51 (2020) 4, S.9-17 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2020.1787748
Schlagwörter	Transfer of Training; Reading Instruction; Language Arts; Middle School Students; Grade 6; Cartoons; Novels; Reading Comprehension; United States History; Content Area Reading; Writing (Composition); Units of Study; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Leseunterricht; Sprachkultur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Zeichentrickfilm; Novel; Roman; Leseverstehen; Sinnerfassendes Lesen; Schreibübung; Lerneinheit; Unterrichtserfolg
Abstract	In this study, we examine evidence of transfer from reading instruction to students' learning of language arts and historical content as demonstrated by their independent writing and growth in background knowledge. We taught a unit in a sixth-grade language arts classroom in which students learned about design elements of graphic novels (e.g., line, color) and typical features (e.g., gutter, panel) to bolster reading comprehension, using a historically accurate graphic novel about the American Revolution as an anchor text. We asked: (1) When students are taught about elements of graphic novels during content-area reading instruction, in what ways are they able to demonstrate understanding of those elements in independent compositions? (2) Does this type of instruction also build historical content knowledge? Results indicate that students were able to simultaneously learn about the graphic novel form and the content of the focal text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01