Fifth Graders’ Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels

Kimberly Ann JENNINGS, Audrey C. RULE, Sarah M. Vander ZANDEN


The comparative effectiveness of graphic novels, heavily illustrated novels, and traditional novels as reading teaching tools has been sparsely researched. During the 2011-2012 school year, 24 mixed-ability fifth grade students chose to read six novels: two traditional novels, two highly illustrated novels and two graphic novels. Students participated in discussion groups structured with thinking skills, and completed assignments during and after reading the books. Student comprehension and enjoyment were measured by rubric-graded assignments and rating scales. The numbers of student responses during discussions per type of novel were tabulated. The graphic novel received the highest scores in all categories. The researchers conclude that graphic novels be considered an engaging and effective method of teaching reading to fifth graders.


Graphic Novels, Comprehension

Paper Details

Paper Details
Topic Environmental Education
Pages 257 - 274
Issue IEJEE, Volume 6, Issue 2
Date of acceptance 01 March 2014
Read (times) 635
Downloaded (times) 389

Author(s) Details

Kimberly Ann JENNINGS

Wales Elementary School, Wales, United States, United States

Audrey C. RULE

University of Northern Iowa, United States, United States

Sarah M. Vander ZANDEN

University of Northern Iowa, United States, United States


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