Date

Spring 2019

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The Common Core State Standards have heightened the rigor for English Language Arts students across the country. As schools continue to find ways to help students do well on standard-aligned assessments, they struggle to identify methods that can motivate students enough to help them obtain proficient reading literacy. Research suggests that using graphic novels in the classroom may be an effective way to engage students and motivate those who lack interest in reading. This two-group, pretest-posttest quasi-experimental study compared students' reading motivation scores with the use of a reading profile survey. The control group received direct instruction, anchored by the reading of a non-illustrated fictional text, and the treatment group received instruction based on the reading of a graphic novel. In order to determine the difference in reading motivation between both groups, independent and paired sample t-tests were conducted. Although the results of this study show a greater increase in reading motivation for the control group than the treatment group's results, it can be implied that using graphic novels in the classroom may also increase a student's reading motivation.

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