Studies


 * Introduction ||= Reading Decline ||= Contributing Factors ||= Motivation to Read ||= Value of Graphic Novels ||= Studies ||= Conclusion ||= Resources ||= References ||

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Krashen (2004) suggests attracting students with ‘light’ reading, such as comics and graphic novels and magazines, “the kind of reading that schools pretend does not exist” (p. 92) but the kind of reading adolescents prefer. Libraries need to increase the variety of their collections and increase student access to high interest ‘light’ reading materials such as comic books and graphic novels. In fact, Krashen (2004) mentions that as early as 1941 comics were recommended as a way for school libraries to meet the reading needs in middle and high school. Krashen (2004) and Norton (2003) both found that students who had access to and read comics and graphic novels associated reading with enjoyment; students who enjoy reading will read more. Krashen (2004) also discovered that boys who read comics also read more in general and that they said they enjoyed reading more than boys who did not read comics.=====

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In addition to simply being enjoyable reading, "there is evidence that light materials promote fluent reading and vocabulary development, lead to better attitudes toward reading, help develop the linguistic competence necessary for reading more difficult materials and typically give students the confidence and drive to read more sophisticated materials” (Worthy, 1999, p. 24). Comics can hook and motivate all readers and can ultimately lead to more conventional text structures (McVicker, 2007).=====

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Including comics and graphic novels into the curriculum can bring new perspectives into a programme as well as providing alternative texts for students. Comics and graphic novels today tackle issues such as homelessness, mental illness, child abuse and environmental damage and are an excellent way to explore "difficult or controversial political, economic or social issues" in the classroom (Lee, 2004, p. 2). A number of publishers are beginning to produce fiction and non-fiction titles that complement curricula. "When students are both interested in what is being taught and have access to materials that interest them, learning, motivation, effort and attitudes improve” (Worthy, 1999, p.12).=====

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Krashen (2004) is a strong proponent for free voluntary reading, giving students choice in what they read, including comics and graphic novels. When given free choice of materials, students feel a sense of ownership and control in their reading as well as engagement. Free voluntary reading is an effective way to foster reading improvement, since students who read for pleasure have a natural tendency to increase the amount and level of reading. Snowball (2005) and Carter (2009) agree that comics and graphic novels can be stepping stones to more varied texts.=====

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Krashen (2004) and Norton (2003) found that Archie comics are an excellent ‘in’ to reading for many students, and Norton’s study showed that students displayed characteristics of a literary community by discussing and sharing their readings with each other regularly. The students also thought that the Archie characters were ‘interesting, engaging and humorous’. The lower reading level and attractive covers of Archie comics and other series are less intimidating than novels and are more likely to attract reluctant or less proficient readers (Snowball, 2005).=====

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Unfortunately, many teachers and even librarians still do not consider comics and graphic novels to be 'good' books (McTaggart, 2005). Even teachers who read Archie comics as children now view them as unacceptable reading material for students (Norton, 2003). Many teachers feel that comics and graphic novels are fine for reading at home, but not at school (Worthy, 1999). Sexual or violent content or depictions, the promotion of violence and the reinforcement of stereotypes are reasons that many teachers and librarians offer for not including magazines and graphic novels in their collections.=====

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Teachers who have used graphic novels in the classroom to inspire reading have found that many of their reluctant readers, especially boys, have become students who love to read (McTaggart, 2005). Carter (2009) points out that it’s not even necessary to use entire comics or graphic novels to establish a theme or reinforce an idea. One powerful panel or several pages of panels can work to start discussions or related literacy activities. Students are excited about reading and are engaged in both the reading and the learning. Versaci (n.d.) was surprised to find that when he incorporated graphic novels into his classes, students actually read ahead, re-read the books and found related new books on their own.=====

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Libraries that have embraced graphic novels and comics find that circulation increases, new readers are created, English language learners improve and boys are motivated to read. Students who did not consider themselves to be readers enthusiastically began to devour books after being exposed to graphic novels (Carter, 2009).=====