Research On Visual Literacy

Amy Matthews
MEDT 7490
Summer, 2016
1st Article
Title: A Blended Approach to Reading and Writing Graphic Stories
Author: Sally Brown
Brief Description:
This study follows a group of 18 at-risk 2nd graders during a nine week unit on graphic novels.
They start out reading a variety of graphic novels both in their guided reading groups and during
independent reading time. Lessons focus on images, written text, and dialogue to practice
fluency and help aid in comprehension. Next, students create their own graphic novels based on
characters from the books, their own personal experiences and popular culture. When students
have edited and revised their stories, they are taught how to use Photo Story to digitize and
narrate their stories.
Summary of the Review of Literature:
The literature reviewed in this study shows that until very recently, graphic novels written for
students at the emergent and transitional stages have not been used for the teaching of reading
and writing. According to the literature, graphic novels are beneficial to the development of
literacy, offer more accessibility to multicultural learners, and create more enthusiasm for
reading and writing among students. Also, according to the literature this new literacy is more
complimentary to the 21st century use of technology due to its incorporation of the combination
of images and text and its higher reliance on images to help create meaning.

Analysis of Methodology:
The study use qualitative and quantitative methods of analysis to analyze the impact of the 9
week graphic novel unit of study on reading fluency and comprehension and writing skills. The
study took place in a 2nd grade classroom in a Title 1 elementary school in the southeastern
United States. There were 18 students in the class, with approximately 59% African American,
32% Latino, and 9% European American. Seven of the students were English learners whose
first language was Spanish. Thirteen of the students were considered reading below grade level
according to Fountas and Pinnell running records. Students reading levels were measured before
the start of the unit using Fountas and Pinnell running records. The teacher and researcher also
used observation, checklists, transcripts of student dialogue, and a rubric to evaluate the stories.
Summary of Results:
All students showed increases in fluency and comprehension levels as measured by Fountas and
Pinell reading assessments. In the beginning of the unit, students only wrote stories consisting of
a few simple sentences in response to a teacher prompt and complained about having to write.
After the graphic novel unit, all of the graphic stories contained elements of characters, setting,
and plot. Fourteen of the 18 stories had sophisticated storylines for this grade level. Three
students created stories that did not completely make sense, and one student did not finish his
story. At the end of the unit, more than half of the class stated that they now like to write and
wanted to participate in more projects which they could use speech bubbles.
Opinion:
I know from my experience in the classroom and in the media center this past year that graphic
novels are very popular with all students. I have also read about the debates on how much time
and how many graphic novels students should be allowed to read. My personal opinion is that

anything (age appropriate) that gets students interested in reading and keeps them reading is
beneficial. I really like that the researchers used Fountas and Pinnell measurements as their
evidence. Administrators and parents see these results as tangible proof of growth. It is great to
have a study that actually proves that teaching with graphic novels not only gets students excited
about reading and writing, but also increases their reading and writing abilities as well.
What I Learned:
I learned that taking the use of graphic novels one step further than just having students read
them independently will be even more beneficial. I plan to work with my teachers next year to
incorporate some reading and writing lessons based on graphic novels. Also, including the
component of integrating technology into these lessons seems like a recipe for 21st century
learning success.

2nd Article

Title: Graphic Novels: What Elementary Teachers Think About Their Instructional Value
Authors: Diane Lapp, Thomas Devere Wolsey; Douglas Fisher, and Nancy Frey
Brief Description:
In this survey, a group of 60 teachers were asked about their use of graphic novels in the
classroom. Questions were also included about the number of graphic novels in their classrooms
and in their schools. Speculation based on survey results of why or why not teachers may use
graphic novels for teaching purposes is also included, as well as a brief history of the evolution
of the graphic novel as a genre.

Summary of the Review of Literature:

The review of the literature in this article focuses on the value of students learning to construct
meaning from a variety of different types of text, especially those that have a high amount of
visual images. Dual coding theory is discussed and graphic novels are presented as a way to
address the concept that more meaning is created with the use of visuals and text than just text
alone. Several studies are stated which support the theory that the use of graphic novels improve
reading comprehension, complement other areas of the curriculum, and increase student
motivation. Other literature which supports the use of graphic novels as instructional tools is
also referenced.
Analysis of Methodology:
This study used survey methodology to learn about teachers attitudes towards using graphic
novels and their actual uses of graphic novels in the classroom. Three types of instruments were
used. A quantitative survey instrument with yes or no questions, a Likert-type scale with
responses such as strongly agree, agree, disagree, and strongly disagree, and a frequency of use
scale. The yes or no questions included questions about using graphic novels with students and
if there are any graphic novels available in the classroom. The frequency scale questions were
how often graphic novels were used with different groups of students and how they were used.
The agree/disagree questions were to measure teachers opinions about the use of graphic novels
with different groups of students. The participants were a group of 60 teachers attending a
summer institute for graduate degrees in education. Fifty-five teachers were female and five
were male. Fifty one were elementary teachers and nine were middle school or high school
teachers.

Summary of Results:
Results from the surveys indicated that while teachers have positive attitudes towards using
graphic novels in the classroom, their actual use is infrequent such as only once or twice a
month, or even just once a year. Some possible suggested explanations for this discrepancy are
lack of access to graphic novels, lack of funds, or restricted curricular choices. Another
explanation suggested by the results is that teachers only think of graphic novels in terms of
supplemental materials for use with struggling readers, and not as enrichment materials, or
materials to use with students who are on grade level.
Opinion:
I find it interesting that the results of this study, which was conducted in 2012, are in line with
what I observed in classrooms and talking with teachers this past year. Teachers are beginning to
see graphic novels as useful instructional tools, but only as supplements with struggling readers
and limited English proficient students. As a media specialist, I am looking forward to sharing
the results of the first article with teachers in my school and seeing if I can persuade one or two
progressive thinkers to join me in a reading and writing unit focusing on graphic novels. The
hope is that if our unit is successful, word will spread and other teachers will follow. I liked how
the researchers included questions about teachers attitudes toward the use of graphic novels and
about the frequency with which graphic novels were actually used in their classrooms. I wish
they would have included an open-ended response question as to why teachers do not use
graphic novels more frequently.
What I Learned:
I learned that graphic novels have real benefits not only as motivational tools, but as actual
instructional tools as well. Unfortunately, educators are not yet making the most out of these

opportunities. This past year, the Curriculum Support Teacher and I worked together to start a
new section of the library for writing mentor texts. I plan to continue developing this collection.
This research has convinced me to look into including some sets of graphic novels with the
express purpose of being used as writing mentor texts.

3rd Article
Title: Comprehension Strategies in Practice Through a Graphic Novel Study
Authors: Maureen A. Sloboda, Beverley A. Brenna, and Cheryl Kosowan-Kirk,
Brief Description:
This study focused on the use of graphic novels as primary reading material for students with
average intellectual ability involved in the Read 2 Succeed program. Special attention was paid
to students responses to graphic novels and reading comprehension supports as related to
metacognition. Other areas of focus included increased vocabulary, avid reading, and dramatic
oral reading.
Summary of the Review of Literature:
The literature referenced in this study mostly centered on constructivist theory where learners
build their knowledge by interacting with the world around them, and on Vygotskys theory that
students learn through their interactions with others. Therefore, this study attempted to create an
environment that was student-centered with adult mediation when necessary. Also, a brief
mention was made of metacognition, where one monitors their own thinking.
Analysis of Methodology:
This was a qualitative case study which explored the connection between reading graphic novels
and reading comprehension strategies. The participants in the study were 5 students a 5th grade
boy and girl, and two 6th grade girls and a boy. All of the students were identified as having

average intelligence, but each student experienced social, emotional, or behavioral problems.
The study was conducted over a period of nine weeks of 18 sessions of 45 minutes each, in a
pull-out special education classroom. The two main questions the research stud focused on
involved students responses to graphic novels and demonstration of metacognitive responses to
reading.
Summary of Results:
At the end of this study, students attitudes towards reading had improved. Also, their respect for
graphic novels as a genre increased. In the beginning, students only perceived graphic novels as
material that was below their grade level for reading, or that they were not real books.
Through the reading and interpretation of graphic novels, students became more visually literate,
learned and implemented new strategies to decode unfamiliar words, increased reading fluency,
intonation, and comprehension.
Opinion:
I liked the researchers focus on reading comprehension skills such as text-to-text, text-to self,
text-to-world, generating questions about the reading, and combining strategies, which are all
part of the Read 2 Succeed Program. I thought their collection of data through observation and
student questioning was appropriate. However, they did not use any data from scores on formal
tests which measured reading comprehension. I would be interested to see how and if scores
were affected on formal tests and on other reading measurements such as Fountas and Pinnell
assessments.
What I Learned:
This study reinforced for me the idea that graphic novels can be a great tool to use with
struggling readers. They increase students motivation to read, help with comprehension skills,

and increase visual literacy as well. Last year, I worked with a group of 4th grade struggling
readers. If I have the same opportunity again this year, no matter which grade level, I will
definitely incorporate the use of graphic novels in my group.
Overall Reflection:
I normally do not enjoy research paper assignments, however, this one was of a particular topic
of interest to me. I know from our patterns of circulation that graphic novels are hugely popular
with our students. My initial thinking before this research project, was just to order more graphic
novels so students could check them out for pleasurable reading. Now, I plan to order several
sets of different graphic novels and encourage teachers to incorporate them into their guided
reading and writing groups. I plan to share the results of these studies with them. Also, if I work
with struggling groups of readers again this year, I will do a graphic novel study with them as
well.

References:
Brown, S. (2013). A blended approach to reading and writing graphic stories. Reading
Teacher, 67(3), 208-219.
Lapp, D., Wolsey, T. D., Fisher, D., & Frey, N. (2012). Graphic novels: what elementary teachers
think about their instructional value. Journal Of Education,192(1), 23-35.
Sloboda, M. A., Brenna, B. A., & Kosowan-Kirk, C. (2014). Comprehension strategies in
practice through a graphic novel study. Journal Of Reading Education,39(2), 17-22.