Using Comic Books and Graphic Novels to Improve and Facilitate Community College Students' Literacy Development
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| Title: | Using Comic Books and Graphic Novels to Improve and Facilitate Community College Students' Literacy Development |
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| Language: | English |
| Authors: | Burke, Brian Patrick |
| Source: | ProQuest LLC. 2012Ph.D. Dissertation, Indiana University of Pennsylvania. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 260 |
| Publication Date: | 2012 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Literacy Education, Cartoons, Novels, Reading Materials, Community Colleges, College Students, Teaching Methods, Developmental Studies Programs, Reading Tests, Scores, Student Attitudes, Reading Attitudes, Reading Instruction, Autobiographies, Journal Writing, Teacher Attitudes, Interviews, College Faculty, Reading Comprehension, Reading Strategies |
| Geographic Terms: | Pennsylvania |
| ISBN: | 978-1-267-81188-2 |
| Abstract: | This study evaluated how comic books and graphic novels enhanced the reading comprehension of the students enrolled in the intermediate reading course at Western Pennsylvania Community College. The three research questions are: (1) How can a developmental reading course make use of comics as a learning tool? (2) What impact does reading comics have on developmental students' Nelson Denny reading scores? (3) What impact does reading comics have on developmental students' attitudes toward reading? The researcher conducted a qualitative research that examined the literacy backgrounds and attitudes towards reading comics of a sampling of eight reluctant readers in the Intermediate Reading courses from Fall 2009, Spring 2010, and Fall 2010. Data was collected from the participants' introduction and exit letters, literacy autobiographies, three reading reports, reflective journals of the students and teacher, and interviews. First, based on a thematic analysis of the participants' data, research question one revealed that comics helped them to visualize and understand the concepts of reading comprehension. When reading comics, the reader was able to bridge the gap between the verbal text and the visual text and was still able to utilize critical reading strategies on a consistent basis as one would do reading a verbal-only text. This act is referred to as "Closure" (McCloud 1993). [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2015 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3546922 |
| Accession Number: | ED551679 |
| Database: | ERIC |
| Abstract: | This study evaluated how comic books and graphic novels enhanced the reading comprehension of the students enrolled in the intermediate reading course at Western Pennsylvania Community College. The three research questions are: (1) How can a developmental reading course make use of comics as a learning tool? (2) What impact does reading comics have on developmental students' Nelson Denny reading scores? (3) What impact does reading comics have on developmental students' attitudes toward reading? The researcher conducted a qualitative research that examined the literacy backgrounds and attitudes towards reading comics of a sampling of eight reluctant readers in the Intermediate Reading courses from Fall 2009, Spring 2010, and Fall 2010. Data was collected from the participants' introduction and exit letters, literacy autobiographies, three reading reports, reflective journals of the students and teacher, and interviews. First, based on a thematic analysis of the participants' data, research question one revealed that comics helped them to visualize and understand the concepts of reading comprehension. When reading comics, the reader was able to bridge the gap between the verbal text and the visual text and was still able to utilize critical reading strategies on a consistent basis as one would do reading a verbal-only text. This act is referred to as "Closure" (McCloud 1993). [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.] |
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| ISBN: | 978-1-267-81188-2 |
