Journal Critique 1: Literature review and research questions

The journal article, How graphic novels support reading comprehension strategy
development in children (Brenna 2012) was a qualitative research study which investigated the
impact of reading graphic novels upon reading comprehension levels of a fourth-grade
classroom. By reviewing the literature, Brenna (2012) cited empirical studies that defined the use
of comics and graphic novels as relevant classroom resources for the language arts as they teach
skills such as listening, speaking, writing, viewing, and representing (Park, 2010). Other
studies supported the use of comics and/or graphic novels to assist struggling readers and writers
with comprehension and inference skills, primarily for adolescent students. As limited research
existed which determined the use of graphic novels with elementary students, Brenna (p. 88),
explored the following research questions: 1] Which comprehension strategies can students learn
to apply by studying graphic novels? and 2] In which ways might graphic novels support
students reading ability?
Analysis of methodology:
This qualitative case study included twenty-one students in a fourth-grade classroom,
located at a rural elementary school, Cloverdale School, identified from diverse socio-economic
backgrounds and all of whom read and spoke English. The classroom teacher, a part-time
librarian, and a library intern, divided the students into three small groups, differentiated by
varying reading comprehension levels, and animal fantasy novel. During the 10, one hour
sessions, over a five-week period, of the study, each student group completed reading
comprehensive activities. Data collected comprised of classroom observation, informal student
discussions, and small group questionnaires.

Summary of results:
Per Brenna (2012), the following results were observed from participating in the study: 1]
Students were more quickly able to infer literary devices such as; plot & character details,
inferences, idioms, and flashbacks. Furthermore, students demonstrated less tendencies to skip
words, were more enthusiastic with reading read their assigned passage, and were more apt to
verbalize creative details by using their imagination to fill in the gaps of information between,
each graphic novel storyboard panel (pp 91-93). Thus, students reported such comments as,
Im having more fun with reading the graphic novels because you understand the words, better
and can read faster; They (i.e. graphic novels) helps me switch to chapter books, Im less
afraid to made mistakes with reading. The classroom teacher indicated that she observed a
higher interest in reading and refined reading comprehension skills of all her students by
integrating graphic novels into instruction (pp 93).
Overall opinion of the study and classroom instruction considerations:
Personally, I found this qualitative valid in determining the positive impact of utilizing
graphic novels for improving metacognition skills in elementary school students. My only
criticism of the study was that the data analysis of qualitative studies became difficult to
decipher. Brenna (2012) failed to identify the instruments used to support her research, thereby,
limiting the studys validity. Still, I am excited about the possibility of integrating the use of
reading graphic novels in my classroom. Because I teach middle school physical science, I am
aware of the challenges of motivating students to read genre related to science. Recently, I have
requested the assistance of my schools media specialist to identify science-related and age
appropriate graphic novels for classroom instruction to improve textual and visual literacy.

References:
Brenna, B. (2013). How graphic novels support reading comprehension strategy development in
children. Literacy, 47(2), 88-94.
Park, J. (2010). Graphic novels in the modern English language arts classroom: acknowledging
the complexity of literacy. Vancouver, BC: Pacific Educational Press, pp. 173-188.