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Reluctant Readers & Graphic Novel

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Heather Gayton

on 7 December 2012

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Transcript of Reluctant Readers & Graphic Novel

Free Download of Comic Life 2 Comic Life 2 by Plasq The Power of Reading: Insights from the Research, by Stephen Krashen “Free Voluntary Reading” (Pleasure Reading)

Reading comprehension will improve
Writing will improve
Vocabulary will improve
Spelling and grammar will improve 20 different studies from 1948-1991 using students from grade school and middle school.

Students in free voluntary reading programs vs. Students in traditional reading program (which included assigned readings, as well as instruction in grammar, vocabulary, reading comprehension, and spelling).

Reading Comprehension Tests were compared, as well as vocabulary development, writing, grammar, and oral language ability:

93% of students in free voluntary reading programs did as well or better than students in traditional reading programs

(The Power of Reading: Insights from the Research, by Stephen Krashen; p. 26-27) Dorrell, L., Carroll, E. (1981) Spider-Man at the Library. School Library Journal 27: 17-19

Comic books in a junior high library:

82% increase in library traffic
30% increase in circulation of non-comic material Sperzl, E. (1948) The effect of comic books on vocabulary growth and reading comprehension. Elementary English 25: 109-113

15-week sustained silent reading study involving two groups of fifth graders: One group read comic books, the other read conventional books.

Both groups showed equal gains in reading comprehension and vocabulary development. Heisler, F. (1947) A comparison of comic book and non-comic book readers of the elementary school.

Journal of Educational Research 40: 458-464
Swain, E. (1978) Using comic books to teach reading and language arts. Journal of Reading 22: 253-258

Greaney, V. (1980) Factors related to the amount and type of leisure time reading. Reading Research Quarterly 15: 337-357

Studies confirm that comic book readers are equal to non-comic book readers in
reading, language development, and overall school achievement. Witty, P., Sizemore, R. (1954) Reading the comics: A summary of studies and an evaluation. Elementary English 32: 109-114

Swain, E. (1978) Using comic books to teach reading and language arts. Journal of Reading 22: 253-258

Bailyn, L., Veatch, J., Eldridge, J. (1987) Trade books or basal readers? Reading Improvement 24: 62-67

Studies demonstrate that long-term comic book readers do as much book reading as non-comic book readers. Multiple Literacies in the Classroom

There are many more types of literacy than just "print" literacy.
Others include:
"Computer" Literacy
"Technology" Literacy
"Information" Literacy
"Visual" Literacy Multiple Literacies in the Classroom

"When we consider...multiple literacies used in this classroom, we find that students do not understand literacy to be restricted to one place or time, but rather that multiple literacies occur in everyday activities in multiple contexts." Multiple Literacies in the Classroom

"Multiple literacies needed for full and democratic participation in a global information economy because they were able to participate in contemporary literacy practices (e.g., videoconferencing, e-mail, Web site construction, scientific observation and documentation) that allowed fuller opportunities for authentic learning (Larson, 2005)." Who are reluctant readers?

Majority of reluctant readers are usually males. Reluctant readers are able to read but choose not to.
Graphic Novels engage reluctant readers. Reluctant Readers & Graphic Novels Curriculum based instruction incorporating Graphic Novels and Technology

1. Age group
2. Accomodating to many topics Resources:

Professional Literature
Suggested Graphic Novels
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