Professional Documents
Culture Documents
Comics in The Classroom
Comics in The Classroom
A Seminar Paper
Presented to
In Partial Fulfillment
by
Jack C. Wilson
May 2009
A CAUSAL COMPARATIVE STUDY OF STUDENTS’ READING
Jack C. Wilson
ABSTRACT
This study determined the change in fifth graders’ attitudes toward reading after exposure
to comics and graphic novels. The study was conducted in an urban Midwestern school
comprised of middle to lower class families. A volunteer group of 10 students from an
intact fifth grade class was used. The sample included 8 girls and 2 boys. All of the
students were Caucasian except one who was Hispanic. The levels of ability were varied,
with one gifted student, three above average learners, five average learners, and one who
utilized special education services. The students took a pre-survey then were given access
to comics and graphic novels during a lunchtime reading program for a period of four
weeks. At the end they each took a post-survey. Data, frequencies and percentages from
the surveys, were compared. There was not a significant change in the children’s attitudes
toward reading after the study. The findings would suggest that more research is needed.
ii
TABLE OF CONTENTS
ABSTRACT . . . . . . . . . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . . . . . . . v
Research Hypothesis . . . . . . . . . . . . . . . . 2
Assumptions . . . . . . . . . . . . . . . . . . 2
Limitations . . . . . . . . . . . . . . . . . . 3
Definition of Terms . . . . . . . . . . . . . . . . 3
Reading Motivation . . . . . . . . . . . . . . . . 5
Summary . . . . . . . . . . . . . . . . . . . 10
Participants . . . . . . . . . . . . . . . . . . 14
Procedures . . . . . . . . . . . . . . . . . . 15
Analysis of Data . . . . . . . . . . . . . . . . . 15
iii
Data Analysis . . . . . . . . . . . . . . . . . . 16
Summary . . . . . . . . . . . . . . . . . . . 21
Conclusions . . . . . . . . . . . . . . . . . . 22
Discussions . . . . . . . . . . . . . . . . . . 22
Recommendations . . . . . . . . . . . . . . . . 24
REFERENCES . . . . . . . . . . . . . . . . . . . 25
APPENDICES . . . . . . . . . . . . . . . . . . . 31
Survey . . . . . . . . . . . . . . . . . . . . 32
iv
LIST OF TABLES
3. Independent T-Test . . . . . . . . . . . . . . . . 22
v
vi
CHAPTER ONE
INTRODUCTION
Many students today are not interested in reading, choosing instead other various
mediums such as video games, television and movies when seeking outlets of pleasure
and entertainment. The push for higher academics, especially in reading, has caused
many educators to take notice and focus on reading. Indeed, many studies have been done
on reading motivation.
succeed in school is compromised, as reading is the foundation for all learning. The trick
for educators is to develop innovative ways to help students discover the joy, the
escapism, and the stimulation of reading; the goal is to enjoy reading not because it is
assigned but for the pure pleasure that is gained through all forms of literature including
the genre of comic literature: comic books, comic strips, and graphic novels.
Purpose Statement
The purpose of this study was to determine the change in fifth grade students’
strongly influenced if the students have true choice in what they read (Cavazos-Kottke,
2005; Edmunds & Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks, & Perencevich,
2006; McPherson, 2007; Pachtman & Wilson, 2006; Veto, 2006). Comic books rank at or
near the top of the list of student choice but are not highly regarded by classroom teachers
(Millard & Marsh, 2001). As a result, comic literature is not often taught in schools
1
(Cavazos-Kottke, 2005).
If teachers are to motivate reluctant and struggling readers and promote literacy in
the classroom, then it makes sense for teachers to reflect upon their educational
philosophy and re-examine the definitions of text, book and literature. According to
Versaci (2001), educators may need to re-evaluate what constitutes an accepted canon of
student literature and allow students to contribute to that cannon, which means accepting
Research Hypothesis
students after they are given comic literature to read in the classroom.
Reading motivation is a significant area of study for researchers, due to the impact
of reading on other subjects. If students do not read, do not enjoy reading, or do not see
the intrinsic value in reading, then the ability of those students to understand and grasp
concepts in any subject is affected. Discovering and utilizing any approach that positively
affects the intrinsic motivation of students to read will impact the classroom. Therefore,
the findings of this study may aid educators in identifying and utilizing reading
approaches that will motivate students to read for themselves, because they choose to,
because they want to learn and grow, and develop into engaged and contributing
members of society.
Assumptions
For the purpose of this study, the following assumptions were made:
2
1. It was assumed that elementary school was comprised of kindergarten through
fifth grade.
3. It was assumed that the survey was a valid instrument for discovering students’
Limitations
For the purpose of this study, the following limitations will be made:
1. The study was limited to 8-10 volunteers from one fifth-grade class in the
Definition of Terms
For the purpose of this study, the following definitions were defined as:
comic strips, graphic novels and other comic-related publications, either print or
electronic.
that combines text and art to tell a story. Typical examples include Archie, Superman,
3
Spider-Man, and Wonder Woman.
story has not been previously serialized as a comic book (Diamond Bookshelf, n.d.).
4
CHAPTER TWO
The purpose of this study was to determine the change in fifth grade students’
attitudes toward reading after exposure to comics or graphic novels. Presented in this
chapter of the review of the related literature will be: (a) reading motivation, (b) use of
comic literature in the classroom, (c) comic literature as motivation for struggling and
Reading Motivation
Reading motivation, as defined in this study, is the intrinsic desire to read for the
Several aspects contribute to students’ intrinsic motivation to read, both in and out of
about reading (Guthrie et al., 2007, p. 1). Control over reading is a significant construct
that determines students’ motivations for reading (Cavazos-Kottke, 2005; Edmunds &
Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks & Perencevich, 2006; McPherson
Edmunds and Bauserman (2006) discovered that “when sharing the narrative text
they were reading, 84% of the children discussed books they had selected themselves,
while only 16% discussed books that were assigned by the teachers” (p. 417). In the
same study, researchers found similar results for expository texts. The first
recommendation by the researchers was to let students choose their own books.
Cavazos-Kottke (2005) related a story about Mike, a sixth-grade boy who was
writing a book report for school. Despite his pleadings, the teacher only allowed Mike to
5
write two book reports on Star Wars, of which there are many novels. “In response, Mike
simply quit reading” (p. 180). In fact, Mike went on to choose a career path that required
the least amount of academic reading. Many students, especially middle school and high
school students see reading as an irrelevant school requirement and simply stop reading
(Clarke, 2006).
Pachtman and Wilson (2006) found students who were able to choose their own
reading derived more enjoyment from the experience. When coupled with a social
discussion activity, the amount of reading increased. Veto (2006) concluded that choice
“The problem, as I see it, is not so much that many boys quit reading altogether,
but rather that they engage in literacy practices that many teachers and classrooms are
Archie Comics, graphic novels, Nancy Drew stories, computer game instructions, ‘zines,
Internet blogs and wikis, and Manga” (p. 71). However, most teachers and schools do not
comic strips, graphic novels and other comic-related publications, either print or
electronic format. Comic literature has gained access to the classroom over the past few
years, being used in classrooms across the country, and studied and discussed in journals
and conferences (Greg, 2005; Méndez, 2004; Starr, 2004; Strauss, 2004; Wax, 2002). The
6
phenomenon is growing and teachers and librarians, along with parents and
administrators, are loosening the constraints of the canon to include new mediums, such
as comics. Librarians have discovered that stocking comic literature means an increase in
circulation (Dorrell & Carroll, 1981; Goodgion, 1977; Lyga, 2006). When Steve Weiner
“saw its circulation jump 42% that year” (St. Lifer, 2002).
The comic book occupies a curious and unique position in the 20th century
transforms the printed word and the framed picture, paving the way for a new
type of literacy which combines these and other traditional texts (spoken word,
160)
Comics were originally considered a poor substitute for real reading and frowned
upon by teachers and scholars alike. Schmitt (1992), however, disagreed: “Far from being
a watered-down, inferior substitute of ‘high’ cultural art, they are distinct, alternative
visions which reveal more about the fears, neuroses and power struggles of the populous
than high art does” (p. 155). The 21st Century brought about a change in perception about
comic literature, where the medium is used to promote learning in the classroom.
Lyga (2006) makes the case that comic literature requires many literacy skills,
to make inferences. Liu (2004) found low-level ESL learners recalled more information
(38.70%) when high-level text was paired with comics. The recall was only 19.41% with
low-level ESL learners who used high-level, text-only readings. Ranker (2007) also
7
found positive aspects to using comic literature for ESL students.
Schwarz (2002) argues that comic literature can be used for social studies,
science, math, art, philosophy and sociology. Little (2005) documents the deep literary
levels occurring when comic literature is read, including closure, narrative density, and
and symbolism, point of view, the use of puns and alliteration, intertextuality, and
inference. Reading graphic novels can help students develop the critical skills
2007, p. 5)
Cheesman (2006) uses comic strips in his science classroom. Morrison, Bryan,
demonstrate their learning by generating their own comics. Bitz (2004) has created The
In their research, Millard and Marsh (2001) made some interesting findings
regarding comics and reading choices. Not only did they discover reading comics lead to
readings of other materials such as magazines and newspapers, but the researchers
documented that when comics were sent home from school, a connection was made
between child and father or older male siblings. The dads were reading with their
children and talking about the stories, creating both a literary circle and a social network
at home.
8
Comic Literature as Motivation for Struggling and Reluctant Readers
Teachers across the country are using comic literature to promote literacy and
interest in reading, especially with struggling and reluctant readers (Spark Reading, 2000,
Get Students, 2004); Norton, 2003; Schneider, 2007; Schwarz, 2006; Versaci, 2001;
Zadora, 2002). When questioned about what they want to read, when given choices,
receiving a great deal of pleasure from reading comics, yet many students are not given
true choice in schools (Norton, 2003; Millard & Marsh, 2001). A study from Millard and
Marsh (2001) discovered comics were in the top three choices for students. However, the
research indicates when students are given a choice to read comics, they become more
interested in reading altogether, and thus go on to read other materials (Norton, 2003).
“Clearly we recognize that children derive much pleasure from books such as the Harry
Potter and Matilda books. However, we are frequently ambivalent about the pleasure that
children derive from comic books” (Norton, 2003, p. 142). Additionally, when children
are allowed to read comics, they gain a sense of ownership of the text. Whereas, scholarly
texts” (p. 29). This sense of social sharing of literature regarding comics is a noted
benefit especially for struggling and reluctant readers (Millard & Marsh, 2001; Norton,
2003). Finders (1977, as cited in Norton, 2003) discovered students, particularly girls,
engaged in what Finders called “literate underlife” whereby the students engaged in an
9
underground social literature circle: borrowing, sharing and discussing comics and
comic-related stories on a regular basis (p. 144). Norton (2003) indicated many children
found themselves reading comics and sharing stories with their fathers or other males
within the family unit. This literate underground was also applicable to English-language
Schwarz (2006) suggests middle and high school English teachers “explore and
use the graphic novel to build multiple literacies” (p. 58). She and Versaci (2001) argue
that deep literary criticism can come about through the use of comic literature as students
are taught to advocate for their own definition of “canon” and make arguments for the
this goal of simply passing our own judgments along to our students often
why and how that work is, or is not, within those parameters. Only by helping
students achieve this voice do we help them become active, critical and engaged
Summary
Quite clearly, the research shows a strong connection between choice and
motivation regarding reading and literature. While children have a strong desire to read
comics, the children also recognize that the school sees such works as non-educational.
However, when given the chance to read comics, study after study (Cavazos-Kottke,
2005; Edmunds & Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks & Perencevich,
10
2006; McPherson 2007; Pachtman & Wilson, 2006; Veto, 2006) indicate students
become motivated to read, especially struggling and reluctant readers, leading them to
eventually experiment with other forms of texts (Norton, 2003). The motivation to read
has been shown to transfer to the adults in the family home (Norton 2003). Researchers
have found teachers can include comic literature in scholarly and engaging ways.
11
CHAPTER THREE
METHODOLOGY
The purpose of this study was to determine the change in fifth grade students’
attitudes toward reading after exposure to comics or graphic novels. Presented in this
chapter of the methodology will be: (a) instrument and design, (b) site of the study, (c)
A causal comparative study was conducted in Fall 2008 to determine the reading
motivation of fifth grade students before and after being exposed to comic literature. A
The initial section requested information regarding reading such as information about
perception toward reading comic literature, and social aspects of reading. The first
section consisted of a five-point Likert scale. The second section was designed as two
reading and a request for the students to describe what they liked best about reading
comic literature.
The group consisted of 10 fifth grade students who volunteered for the Lunch-N-
Munch, a lunchtime comic literature book club that met twice a week for four weeks. The
students read individually and in pairs. Discussion about the books occurred in pairs,
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in the Springfield Public School district in Fall 2008. According to the Missouri Census
Data Center (2000), Springfield Public Schools had an ethnicity population consisting of
White (96%), Black (2.1%), American Indian/Alaska Native (0.7%), Asian (0.9%),
Hawaiian/Pacific Islander (0.0%), and Hispanic (0/8%). The data also showed that 97%
spoke English only, while 0.5% did not speak English at all. The graduation rate for
Education (2007a), was 85.8%. When broken down by race, Missouri Department of
Elementary and Secondary Education (2007a) the graduation statistics were as follows:
Asian (93.9%), Black (75.8%), American Indian (80.7%), Hispanic (79.3%), and White
(88.1%). The student-to-staff ratio was 18 students per classroom teacher (Missouri
5,842,713. The population grew 4.4% from 2000 to 2006 and females made up 51.4% of
that overall population. The same data showed 11.7% of the population lived below
poverty. There were 77,603 total households in Springfield. Of that 45.9% were married
couples, and 18.4% of those had children under the age of 18. There were 6,309 (8.1%)
single-parent families in Springfield and 4,796 of them were single mothers. The average
According to the Springfield Public Schools Annual Report Index (2007), Mark
Twain Elementary School, where the study took place, had an enrollment rate of 86.3%
White, 6.4% Black, 2.9% Hispanic, 3.5% Asian/Pacific Islander, and 0.8% Native
American in September 2006 (p. 5). While the school had an overall attendance rate of
95.67%, it also had a mobility factor of 63.8%, which is the “sum of transfers in plus
13
transfers out divided by September enrollment” (p. 7). Mark Twain Elementary School
also had a student-to-classroom teacher ratio of 20:1 (p. 11). The average teacher’s salary
was $40,126 and the average years of experience was 14 (p. 13).
and Secondary Educations Mark Twain Elementary Annual Report of School Data
(2008a), there are 19 students per classroom teacher. Of that 83% were White, 7.5% were
Black, 4.7% were Asian, 3.9% were Hispanic, and .9% were Indian. There were only two
reported discipline incidents at Mark Twain Elementary in 2008 school year, ending in
two out-of-school suspensions. The attendance rate was 95.8% in 2008. According to the
Program Data (2008b), the fifth graders achieved the following scores in communication
arts: below basic, 9.3%; basic, 39.5%; Proficient 39.5%; and advanced 11.6%. In
mathematics the fifth grade class achievements were as follows: below basic, 10.5%;
Participants
Schools. The classroom population was comprised of children ages 10-12. There were
eight girls and two boys in the study, and nine students who participated where
Caucasian; one student was Hispanic. There were four of the students who were
considered above average learners, one of which participated in the school district’s
gifted program. There were five students who were average learners but struggled at
times. Only one child utilized the resource room for some subjects.
14
Procedures
Permission to conduct the study was obtained from the classroom teacher, school
principal and the Springfield Public School Quality and Accountability committee as well
as the students and their parents/guardians. The Human Participants Board at Missouri
State University (see Appendix A) also approved the research proposal. The survey was
developed at Missouri State University, with changes being made after the comments are
returned.
their permission slips. The students were given a pre-survey and then introduced to the
library of comic literature available to them. The researcher discussed each title and gave
a synopsis of the story. Students chose comic literature that met their interests. Two days
per week for four weeks, the students ate their lunch in the classroom and read their
comics. After each session, there was a group discussion about the different titles the
students read. Students interested in reading the same title were encouraged to read in
pairs or groups and all students were encouraged to share and discuss their readings with
their teacher, other students and their families. On the last day, the students were given a
Analysis of Data
Data were obtained using a pre- and post-survey constructed by the researcher,
consisting of 16 Likert scale questions and two open-ended questions. The Likert
motivation, perception, and social interaction. Data were analyzed using SPSS from
Missouri State University for frequencies, means, mode, median, and standard deviations.
15
CHAPTER FOUR
The purpose of this study was to determine the change in fifth grade students’
attitudes toward reading after exposure to comics or graphic novels. Presented in this
chapter of findings of the study will be: (a) data analysis, and (b) summary.
Data Analysis
A causal comparative study was conduced in Fall 2008 to determine the reading
motivation of ten volunteer fifth grade students before and after being exposed to comic
literature. Data were collected from a pre- and post-survey and analyzed to determine if a
significant difference existed. The students volunteered for a lunchtime comic literature
reading club. They were given a pre-survey and then introduced to comic literature with
varying degrees of reading levels and lengths. The students read comics during lunch two
days per week for four weeks with the study group leader. They were then given the post-
16
Table 1. Frequencies for Preferences to Pre-Survey
Question SA A N D SD
6. I like to read 9 0 1 0 0
17
In the pre-survey, students felt pictures assisted them in understanding the text. In
two different questions (Question 1 and Question 4), the majority of students agreed or
strongly agreed. In fact, 60% of students felt comics were easier to read than traditional
books. It was important to note that 90% of the students reported they enjoyed reading at
the beginning of the study. Students (100%) reported they already enjoyed reading
comics and they either disagreed or strongly disagreed with the statement that reading
was hard. It was interesting to note that respondents were neutral on whether they
believed teachers (Question 1) and parents (Question 12) thought reading comics was real
reading.
18
Table 2. Frequencies for Preferences to Post Survey
Question SA A N D SD
6. I like to read 9 1 0 0 0
Table 2 presents the post survey responses. Half of the students (50%) agreed or
19
strongly agreed they shared with their friends the book they read. When asked about
taking to their friends about comics, 60% agreed or strongly agreed. A majority of the
students (60%) were more willing to check out books from the library if comics were
available, while the other 40% responded as have no opinion. All the students (100%)
responded they found it easier to understand what they read when the book offered
Only 20% of the students reported they read comics at home, and 40% reported
that parents do not consider comics real reading. Additionally, students (40%) agreed
teachers do not think comics are considered real reading. This was a change from the pre-
survey results. It should be noted that 100% of the students disagreed or strongly
Presented in Table 3 is the Independent t-Test comparing the pre- and post-mean
averages.
20
Table 3. Independent t-Test
Question t p
p < .1
Table 3 presents the statistical difference using the Independent t-Test. There was
not a significant difference in the reading motivation of students between the pre- and
post-survey with the exception of Question 4: It is easier to understand what I read when
the book has pictures and words. All the students agreed (30%) or strongly agreed (70%)
with the statement in the post survey. The next strongest difference (nearing significance)
was in the related Question 1: Pictures help me understand what I’m reading, where 90%
Summary
motivation of fifth grade students after they were given comic literature to read in the
classroom was rejected at the .10 level of significance for all questions except number 4.
21
CHAPTER FIVE
The purpose of this study was to determine the change in fifth grade students’
attitudes toward reading after exposure to comics or graphic novels. Presented in this
chapter will be: (a) conclusions, (b) discussion, and (c) recommendations for future
study.
Conclusions
To the extent the subjects were representative of typical fifth graders and based on
There was not a significant difference in the reading motivation of fifth grade
students after they are given comic literature to read in the classroom.
Discussion
A causal comparative study was conducted to determine the change in fifth grade
students’ attitudes toward reading after exposure to comics or graphic novels. Question 1
read: “Pictures help me understand what I am reading.” Question 4 stated: “It is easier to
understand what I read when the book has pictures and words.” Questions 1 (near
significance) and 4 (significance) were related in nature and demonstrated the students’
attitudes toward increased reading comprehension when both pictures and words were
present in a text.
A possible contributing factor for the remaining questions not having significance
was that the sample consisted of a volunteer group of students rather than a random
sample. Students participating in a volunteer group are more likely to be positive about
and have a vested interest in the study. Therefore, they may not be representative of the
22
typical student. Specifically, students volunteering for a reading group may be more open
to and excited about reading than other students. In the pre-survey, 90% of the students
reported enjoying reading and 80% reported enjoying comic literature. The same
percentage (90%) of the students reported that reading comics was like reading traditional
books. A random sample would have provided a stronger example of the population
studied. Additionally, volunteers are often more motivated to participate and open to
Question 2 was surprising because of the assumption that more students would
prefer reading books with pictures. Upon further study, it appeared the question itself,
having included “because there is less text” may have inadvertently caused students to
disagree, where they may not have done so had that phrase not been added. Some
respondents may have felt there was an equal amount of text in comic literature.
and discussions with the students offered more interpretation of the reported data. The
students were asked: How have comics made a difference in your enjoyment of reading?
The themes to the responses included: (a) comics provide easier comprehension, and (b)
comics are more interesting and engaging. Most of the students (70%) responded that
comics made them want to read, whereas 30% of the students answered that comic
The second open-ended question asked students what they liked best about
comics, and 90% of the students responded in the same manner that the pictures helped
them understand the story. One student summed it up best by stating that when confused,
all a reader needed do was look at the pictures to help figure out the story. Another
23
student’s parent commented during a discussion that the student was, for the first time,
interested in reading and was going so far as to request the parent purchase comics to be
read at home.
While the Likert scale survey revealed a significance in only one survey question,
it indicated that the subject of comic literature as a motivation for reading required further
study. Identifying the ways comic literature can add to reading success and enjoyment is
greatly needed.
Recommendations
Based on the findings of the study, the following recommendations for further
comparison.
2. It was recommended that additional cultural and geographic areas be used for
a broader perspective.
24
REFERENCES
Bitz, M. (2004). The comic book project: Forging alternative pathways to literacy.
Cavazos-Kottke, S. (2005). Tuned out but turned on: Boys' (dis)engaged reading in and
out of school [Electronic version]. Journal of Adolescent & Adult Literacy, 49(3),
180-184.
Cheesman, K. (2006). Using comcis in the science classroom. Journal of College Science
Diamond Bookshelf. (n.d.). What are graphic novels and comics? Retrieved July 3, 2008,
from http://bookshelf.diamondcomics.com/public/default.asp?t=2&m=1&c=
20&s=161
Dorrell, L., & Carroll, E. (1981, August). Spider-man at the library. School Library
Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn about reading
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Get students in on the comic-book writing act. (2004, September). Curriculum Review, 1,
8-9.
Goodgion, L. (1977, January). “Holy bookshelves!”. School Library Journal, 23(5), 37.
Greg, T. (2005, May 3). Teachers are getting graphic. USA Today. Retrieved April 30,
comics_x.htm
Guthrie, J. T. et al. (2007). Reading motivation and reading comprehension growth in the
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. (2006). From
spark to fire: Can situational reading interest lead to long-term reading motivation?
Little, D. (2005). In a single bound: A short primer on comics for educators. Retrieved
Lyga, A. (2006, March 1). Graphic novels for (really) young readers. Retrieved
CA6312463.html
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McPherson, K. (2007, April). Harry Potter and the goblet of motivation. Teacher
Librarian, 4, 71-73.
Mark Twain Elementary annual yearly progress. (2008, September). Retrieved December
Méndez, T. (2004, October). 'Hamlet' too hard? Try a comic book. The Christian Science
1012/p11s01-legn.html?s=hns
Millard, E., & Marsh, J. (2001). Sending Minnie the Minx home: Comics and reading
Missouri Census Data Center. (2000). Springfield R XIII demographic profile 3. Retrieved
=websas.dp3_2kt.sas&_SERVICE=sasapp&st=29&sd=039141
schooldata/four/039141/gradnone.html
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Morrison, T. G., Bryan, G., & Chilcoat, G. W. (2002). Using student-generated comic
books in the classroom. Journal of Adolescent & Adult Literacy, 45(8), 758-767.
27
Norton, B. (2003). The motivating power of comic books: Insights from Archie comic
Pachtman, A. B., & Wilson, K. A. (2006). What do the kids think? [Electronic version].
Ranker, J. (2007). Using comic books as read-alouds: Insights on reading instruction from
153-161.
Scholastic. (2007). Using graphic novels with children & teens: A guide for teachers and
Schwarz, G. (2006). Expanding literacies through graphic novels. English Journal, 95(6),
58-64.
Schwarz, G. E. (2002). Graphic novels for multiple literacies [Electronic version]. Journal
Spark reading and writing fever with comic books. (2000, April). Curriculum Review, 8,
10-11.
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Springfield Public Schools Annual Report Index (2007). Retrieved December 5, 2008, from
http://www.springfieldpublicschoolsmo.org/accountability/documents/2006-
2007WebVersionAnnualReport.pdf
St. Lifer, E. (2002, August 1). Graphic novels, seriously. Retrieved December 22, 2007,
from http://www.schoollibraryjournal.com/index.as;?layout=articlePrint&article
ID=CA236062
Starr, L. (2004, November 1). Eek! Comics in the classroom!. Retrieved December 14,
Strauss, V. (2004, June). Thinking outside the box, inside the panel. Washington Post,
dyn/articles/A41684-2004Jun14.html
US Census Bureau. (2000). State and county quick facts: Springfield, MO. Retrieved
Wax, E. (2002). Back to the drawing board. Washington Post, p. B1. Retrieved December
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Versaci, R. (2001). How comic books can change the way our students see literature: One
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APPENDIX A
30
• How resulting information will be used/disseminated/shared: Findings of the study will be
reported in a summary paper and presented at the Interdisciplinary Forum and published on
researcher’s website.
3. Benefits: Describe benefits to the individual and/or mankind from participation: Understanding
student perceptions regarding reading motivation allows teachers to make classroom decisions that
are in the best interests of the children. Students benefit when they get to choose their own
literature and what interests them, which ultimately increases reading motivation and helps
increase the number of life-long readers. This study may reveal a clearer picture of students’
perceptions of reading related to graphic novels (comics).
4. Risks: Describe the risks to the participant. None. Data will be provided without students’ names
or identifying information. All records will be kept confidential according to University policies.
Only group findings will be reported.
5. Analysis of Risk: No risks were identified by the researcher. The data will be provided without
students’ names or identifying information. All records will be kept confidential according to
University policies. Only group findings will be reported. Participation will be voluntary and with
parental permission.
7. Procedures for obtaining informed consent (see guidelines for key elements to include in informed
consent): Permission to conduct the study will be secured from the principal and the Springfield
Public School IRB. Informed parent consent forms will be signed before children can enter the
book club.
9. The project proposal shall end with the following, verbatim (including signature lines):
I hereby agree to conduct this study in accordance with the procedures set forth in my project
description, to uphold the ethical guidelines as set forth in the Code of Federal Regulations 45
CFR 46, 45 CFR 160 and 164, and the Missouri State University HIPAA Policy, and to report to
the IRB any outcomes or reactions to the experiment which were not anticipated in the risks
description which might influence the IRBs decision to sustain approval of the project.
___________________________________ ___________________________________
Department Head Principal Investigator (Faculty)
___________________________________
Co-Investigator (Graduate student)
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APPENDIX B
SURVEY
Thank you for volunteering to participate in this survey. Please answer the following questions as honestly
as you can. You may withdraw at any time without penalty or loss but your opinions are important to me.
Circle the appropriate word(s) that describe how much you agree or disagree with the statement.
2. I prefer reading books that have pictures because there is less text. SA A N D SD
6. I like to read. SA A N D SD
Perception
Social Interaction
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OPEN ENDED QUESTIONS
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