Home
Resource
“Reading outside the comfort zone"
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(671.07 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Krinsky, Hinda L.. “Reading outside the comfort zone". Retrieved from https://doi.org/doi:10.7282/T36T0JMX

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

Title“Reading outside the comfort zone"
NameKrinsky, Hinda L. (author); Belzer, Alisa (chair); Boling, Erica (internal member); Parmar, Priya (outside member); Rutgers University; Graduate School of Education
Date Created2012
Other Date2012-10 (degree)
SubjectLiteracy Education, Reading, Graphic novels in education, Literacy
Extentviii, 168 p. : ill.
DescriptionWithin the current educational climate, many adolescents, particularly at the secondary level, struggle to achieve literacy proficiency. One factor that may be contributing to these poor proficiency levels is the curriculum, particularly the type of texts being used to develop literacy in school. These materials tend to reflect traditional notions of text that are believed to develop skills necessary to succeed on standardized assessments. Many English Language Arts classrooms continue to privilege traditional literary texts and linguistic modes of meaning despite the fact that developing the skills to read certain alternative texts, like graphic novels, can make students better, more engaged readers. The graphic novel can also be used to improve proficiency by providing opportunities for students to develop multimodal reading and critical literacy skills. Though researchers continue to highlight the educational benefits of graphic novels, the general theoretical literature has yet to explore how readers adjust to the affordances of this type of text or how instruction impacts this learning process. Using an embedded case study model, this study documented how a twelfth-grade class studied four graphic novels that had been incorporated in their ELA course. The data were derived from multiple sources including observations, interviews, artifacts, and documents. Findings for this study suggest that readers may require instruction specific to graphic novels in order to fully access the unique textual affordances and maximize the learning potential of this kind of text. This research also indicates that graphic novels may be better suited for a nontraditional instructional approach, such as a multiliteracies pedagogy, that more fully addresses its multimodal and pluralistic features. This study also suggests that instructors working with such materials receive special training to ensure that their instructional model is appropriate for graphic novels and to help support student learning with text-specific strategies.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Hinda L. Krinsky
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T36T0JMX
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024