Term

Summer 8-9-2016

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Jennifer Ouellette-Schramm

Secondary Advisor/Reader One

Debbie Hadas

Peer-Reviewer/Reader Two

Eric Vernon

Abstract

English Language Learners can experience a range of issues in regards to reading and comprehending text due to their language interference, and therefore require an arsenal of tools, scaffolds, and differentiation to be employed by EL and content teachers alike. A possible tool includes graphic novels, as both a visual aid and literary text, in terms of reading comprehension and memory recall of the plot elements read. My research attempted to measure differences between scores on student written retells of each chapter of a class novel read, with some chapters being independently read by the student in the traditional novel format and others in the graphic novel format. In addition, students were given multiple choice quizzes on the last chapter read after a 24-hour period, allowing me to determine any difference in memory recall whether the student read the traditional novel or graphic novel. The findings showed higher scores on the written retells for all seven students of my pull out EL class when they read from the graphic novels in contrast to the traditional novel. In addition, all seven students showed higher scores on the memory recall assessments in regards to the chapters read in the graphic novel format. The results lend credence to the idea that graphic novels may have a place in the classroom context by serving as a potential scaffold for language learners to aid in their reading comprehension and memory recall.

Research Methodology

Action Research

Included in

Education Commons

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