Comics in the Classroom

A CAUSAL COMPARATIVE STUDY OF STUDENTS’ READING MOTIVATION AFTER READING COMICS IN THE CLASSROOM

A Seminar Paper  Presented to Childhood Education and Family Studies Missouri State University

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education-Elementary E ducation-Elementary Education

by Jack C. Wilson May 2009

A CAUSAL COMPARATIVE STUDY OF STUDENTS’ READING MOTIVATION AFTER READING COMICS IN THE CLASSROOM

Childhood Education and Family Studies Missouri State University, May 2009 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 T he 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 T he findings would suggest that more research is needed. need ed.

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TABLE OF CONTENTS

ABSTRACT .

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LIST OF TABLES

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CHAPTER ONE: INTRODUCTION Purpose of the Study .

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Rationale for the Study

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Research Hypothesis .

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Significance of the Study .

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Assumptions Assumptio ns .

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Limitations

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CHAPTER TWO: REVIEW OF THE RELATED LITERATURE .

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Definition of Terms

Reading Motivation

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Use of Comic Literature in the Classroom

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Comic Literature as Motivation for Struggling and Reluctant Readers .

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Summary Summar y .

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CHAPTER THREE: METHODOLOGY .

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Instrument and Design

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Site of the Study .

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Participants

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Procedures

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Analysis of Data .

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CHAPTER FOUR: FINDINGS OF THE STUDY iii

Data Analysis .

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Summary Summar y .

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CHAPTER FIVE: CONCLUSIONS, DISCUSSION & RECOMMENDATIONS .

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Conclusions

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Discussions

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Recommendations REFERENCES

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APPENDICES

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Human Subjects Application .

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Survey .

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LIST OF TABLES

1. Frequencies for Preferences to Pre-Survey

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2. Frequencies for Preferences to Post Survey .

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3. Independent T-Test

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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. If children view reading as a negative experience, then certainly their ability to 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 co mic literature: comic books, comic strips, and graphic no vels. Purpose Statement

The purpose of this study was to determine the change in fifth grade students’ attitudes toward reading after exposure to comics or graphic novels. Rationale for the Study

Research suggests children’s attitudes and motivations toward reading are 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 comic literature as real literature. Therefore, it behooves educators and researchers to investigate the effectiveness of comic literature or for students in the classroom. Research Hypothesis

There will be a significant difference in the reading motivation of fifth grade students after they are given comic literature to read in the classroom. Significance of the Study

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 ed ucators 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. 2. It was assumed that the students answered the survey honestly. 3. It was assumed that the survey was a valid instrument for discovering students’ attitudes toward reading, when given choice. 4. It was assumed that the respondents were representative of typical elementary students in the Springfield Public P ublic School system. 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 Springfield Public School system during fall 2008. 2. The study was limited to data collected on a researcher-constructed survey using a five-point Likert scale. 3. The study was limited to a four-week data collection period. Definition of Terms

For the purpose of this study, the following definitions were defined as: 1. Reading motivation: Intrinsic desire to read for the purposes of learning or  pleasure without being required to do so by an outside authority. 2. Comic literature: An all-encompassing term used to d escribe comic books, comic strips, graphic novels and other comic-related publications, either print or  electronic. 3. Comic books: “Pamphlet” (Diamond Bookshelf, n.d., p. 1) style periodical that combines text and art to tell a story. Typical examples include Archie, Superman, 3

Spider-Man, and Wonder Woman.

4. Graphic novels: A novel-length comic book-style publication, in which the story has not been previously serialized as a comic book (Diamond Bookshelf, n.d.).

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CHAPTER TWO REVIEW OF THE RELATED LITERATURE

The purpose of this study was to determine the change in fifth grade students’ attitudes toward reading after exposure exp osure 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 reluctant readers, and (d) summary. Reading Motivation

Reading motivation, as defined in this study, is the intrinsic desire to read for the purposes of learning or pleasure without being required by an outside ou tside authority to do so. Several aspects contribute to students’ intrinsic motivation to read, both in and out of  school including: control, self-efficacy, involvement in reading, and communications about reading (Guthrie et al., 2007, p. 1). Control over reading is a significant construct that determines students’ motivations for reading (Cavazos-Kottke, 2005; E dmunds & Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks & Perencevich, 2006; McPherson 2007; Pachtman & Wilson, 2006; Veto, 2006). Edmunds and Bauserman (2006) discovered that “when sharing the narrative text they were reading, 84% 84 % of the children discussed books they had selected themselves, while only 16% discussed books that were assigned assigned by the teachers” (p. 417). 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 creates an environment where students feel motivated and empowered to take responsibility for their own education. “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 reluctant to embrace” (Cavazos-Kottke, 2005, p. 181). McPherson (2007) made a similar  statement, suggesting teacher-librarians offer “non-canonical reading materials such as 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 support students’ choice of reading (McPherson, 2007; Pitcher et al. 2007). Use of Comic Literature in the Classroom

Comic literature is the all-encompassing term used to d escribe comic books, 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 p ast few years, being used in classrooms across the country, and studied and discussed in journ als 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  introduced comics to his branch of the Somerville Public Library L ibrary in Massachusetts, he “saw its circulation jump 42% that year” (St. Lifer, 2002). The comic book occupies a curious and unique position in the 20th century electronic media revolution. It represents a transitional medium that directly 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, music) in the ultimate of intertextual media forms: television. (Schmitt, 1992, p. 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, such as sequencing, decoding nonverbal communication, comprehending plot, and ability 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 co mic literature is read, including closure, narrative density, and quoting Eisner (1985), amplification. “They require readers to be actively engaged in the process of decoding and comprehending a range of literary devices, including narrative structure, metaphor  and symbolism, point of view, the use of puns and alliteration, intertextuality, and inference. Reading graphic novels can help students develop the critical skills necessary to read more challenging works, including the classics.” (Scholastic, 2007, p. 5) Cheesman (2006) uses comic strips in his science classroom. Morrison, Bryan, and Chilcoat (2002) recommend using comics as an end-product, where students demonstrate their learning by generating their own comics. Bitz (2004) has created The Comic Book Project that focuses on literacy as an after-school program in struggling urban school districts. 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, comics consistently rate high on student preference. Furthermore, students report 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 or school-approved texts are seen by children as “abstract and unconnected to their  everyday lives” (p. 145.) Millard and Marsh (2001) determined “comic reading provides a common discourse which can be used to enhance children’s shared understanding of pleasurable 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 learners as it provided them a familiar connection with the other students. 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 co mic literature as students are taught to advocate for their own definition of “canon” and make arguments for the inclusion of high quality comic literature: this goal of simply passing our own judgments jud gments along to our students often impedes what should be our primary goal: to encourage students to see themselves as having a voice in the question of what constitutes literary merit by defining reasonable parameters by which to judge a creative work and articulating 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 readers. (p. 62) 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 recogn ize 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.

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CHAPTER THREE METHODOLOGY

The purpose of this study was to determine the change in fifth grade students’ attitudes toward reading after exposure exp osure to comics or graphic novels. Presented in this chapter of the methodology method ology will be: (a) instrument and design, (b) site of the study, (c) subjects, (e) procedures, and (f) analysis of the data. Instrument and Design

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 researcher-constructed pre- and post-survey (see Appendix B) con sisted of two sections. The initial section requested information regarding reading such as information about how students are influenced by illustrations, reading motivation and enjoyment, 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 open-ended questions about the difference comics made in a students’ enjoyment of  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-NMunch, 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, groups and whole group. Site of the Study

The study was conducted in a fifth grade technology-based (eMINTS) classroom 12

in the Springfield Public School Scho ol 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%). T he data also showed that 97% spoke English only, while 0.5% did not speak English at all. The graduation rate for  Springfield, according to the Missouri Department of Elementary and Secondary Education (2007a), was 85.8%. When broken down by race, Missouri Department of  Elementary and Secondary Education E ducation (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 Department of Elementary and Secondary Education, 2007b). According to the US Census data (2000), Springfield had a population of  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 household income was $45,067. 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). At Mark Twain Elementary, according to the Missouri Department of Elementary 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 Missouri Department of Elementary and Secondary Education Missouri Assessment 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%; basic, 45.3%; proficient, 31.4% and advanced 15.1%. Participants

The participants consisted of a volunteer vo lunteer group of ten students in a fifth grade technology-based, constructivist-founded (eMINTS) classroom in Springfield Public 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 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 S pringfield 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. Participants consisted of a volunteer group gro up of the first 10 students who turned in 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 post-survey then they continued reading. The surveys were anonymous. 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 questions were categorized as follows: pictures and illustrations, enjoyment and 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  FINDINGS OF THE STUDY

The purpose of this study was to determine the change in fifth grade students’ attitudes toward reading after exposure exp osure 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 f our weeks with the study group leader. They were then given the postsurvey. Table 1 shows the frequencies for preferences to the pre-survey.

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Table 1. Frequencies for Preferences to Pre-Survey

Question

SA

A

N

D

SD

1. Pictures help me understand what I’m reading

3

4

2

1

0

2. I prefer reading books that have pictures because there is less text.

0

1

5

1

3

3. Reading shorter paragraphs or smaller amounts of text keeps me motivated to read.

0

2

5

1

2

4. It is easier to understand what I read when the book has pictures and words.

3

6

1

0

0

5. I think comics are easier to read than regular books.

1

5

4

0

0

6. I like to read

9

0

1

0

0

7. I enjoy reading comics.

5

5

0

0

0

8. I hate to read regular books

0

1

5

3

0

9. I am more likely to check out books from the library if I can check out comics.

2

4

1

2

1

10. Reading is hard.

0

0

0

2

8

11. Teachers do not think comics are real reading.

1

0

6

1

2

12. Parents do not think comics are real reading

1

0

5

2

2

13. Reading comics is like reading other books.

4

5

1

0

0

14. I talk to my friends about the books I read.

1

4

4

1

0

15. I talk to my friends about the comics I read.

2

3

4

1

0

16. I read comics at home

3

0

3

4

0

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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. Table 2 shows the frequencies for preferences to the post-survey.

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Table 2. Frequencies for Preferences to Post Survey

Question

SA

A

N

D

SD

1. Pictures help me understand what I’m reading

6

3

1

0

0

2. I prefer reading books that have pictures because there is less text.

0

0

5

4

1

3. Reading shorter paragraphs or smaller amounts of text keeps me motivated to read.

2

3

1

2

2

4. It is easier to understand what I read when the book has pictures and words.

7

3

0

0

0

5. I think comics are easier to read than regular books.

4

3

3

0

0

6. I like to read

9

1

0

0

0

7. I enjoy reading comics.

8

0

1

0

0

8. I hate to read regular books

0

0

1

2

4

9. I am more likely to check out books from the library if I can check out comics.

4

2

4

0

0

10. Reading is hard.

0

0

0

3

7

11. Teachers do not think comics are real reading.

1

3

2

1

3

12. Parents do not think comics are real reading

1

3

2

1

0

13. Reading comics is like reading other books.

5

3

2

0

0

14. I talk to my friends about the books I read.

2

3

4

1

0

15. I talk to my friends about the comics I read.

2

4

3

0

0

16. I read comics at home

1

1

2

5

1

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 pictures and words. 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 presurvey results. It should be noted that 100% of the students disagreed or strongly disagreed with the statement: “Reading is hard.” Presented in Table 3 is the Independent t-Test comparing the pre- and an d post-mean averages.

20

Table 3. Independent t-Test

Question

t

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15 Question 16

1.555 .000 .682 1.987 1.144 .447 1.013 -.724 1.152 .493 .168 .335 .000 .246 .711 -1.076

p .137 1.000 .504 .062 .268 .660 .325 .481 .264 .628 .628 .741 1.000 .809 .487 .296

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% of students were in agreement. Summary

The hypothesis stating there will be a significant difference in the reading 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 CONCLUSIONS, DISCUSSIONS, AND RECOMMENDATIONS

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) (b ) discussion, and (c) recommendations for future study. Conclusions

To the extent the subjects were representative of typical fifth graders and based on the findings of this study, the following conclusions appears warranted: 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 h aving 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 po sitive 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 phenomenon for which they volunteered. 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. The more subjective observations based on open-ended questions on the survey 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 Most of the students (70%) responded that comics made them want to read, whereas 30% of the the students answered that comic literature was easier to understand. 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, qu estion, it indicated that the subject of comic literature as a motivation for read ing required further  study. Identifying the ways comic literature literature can add to reading success success and enjoyment is greatly needed. Recommendations

Based on the findings of the study, the following recommendations for further  study are made: 1. It was recommended a larger and random sample be utilized to provide greater  comparison. 2. It was recommended that additional cultural and geographic areas be used for  a broader perspective. 3. It was recommended that the survey be modified to clarify questions and provide additional data for identifying students’ perceptions.

24

REFERENCES

Bitz, M. (2004). The comic book project: Forging alternative pathways to literacy. (7), 574-586. International Reading Association, 47 (7), Cavazos-Kottke, Cavazos-Ko ttke, S. (2005). (20 05). Tuned out ou t but turned on: Boy s' (dis)enga (dis)engaged readin reading g in and 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 Teaching , 35(4), 48-51.

Clarke, B. (2006). Breaking through to reluctant readers [Electronic version]. Educational  Leadership, 63(5), 66-69. a nd comics? Retrieved July 3, 2008, Diamond Bookshelf. (n.d.). What are graphic novels and

from htt p://bookshelf.diamond p://bookshelf.diamondcomics comics.com/public .com/public/defau /default.asp lt.asp?t=2&m=1&c= ?t=2&m=1&c= 20&s=161 Dorrell, L., & Carroll, E. (1981, August). Spider-man at the library. School Library (10), 17. Journal , 27 (10), Edmunds, K. M., & Bauserman, Bauserman, K. L. (2006). What teachers can learn about reading reading motivation through conversations with wi th children [Electronic [Electronic version]. The Reading  Teacher , 59(5), 414-424.

Eisner, W. (1986). Comics and sequential art . Tamrac, FL: Poorhouse.

25

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 T eachers are are getting getting graphic. graphic. USA Today. Retrieved April 30, 2006, from htt p://www.usatoday.com/life p://www.usa today.com/life/books/news/2005-05-03/books/news/2005-05-03-educationa educationallcomics_x.htm Guthrie, Guth rie, J. T. et al. (2007). Reading Reading motivation and reading reading comprehension growth growth in the later elementary years [Electronic version]. Contemporary Contemporary Educational  Educational  Psychology, 32(3), 282-313.

Guthrie, Guth rie, J. T., Hoa, L. W., Wigfi Wigfield, eld, A., Tonks, S. M., M ., & Perencevich, Perencevich, K. (2006). From spark to fire: Can situational reading interest lead to long-term reading motivation? Reading Research and Instruction, 45(2), 91-117. [Electronic version]. Reading

Little, D. (2005). In a single bound: A short primer on comics for educators. Retrieved January 19, 2008, from http://www.newhorizons.org/strategies/literacy/little.htm Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension [Electronic version]. TESOL Quarterly, 38(2), 225-243. Lyga, A. (2006, March 1). Graphic novels for ( really) really) young readers. Retrieved December December 19, 2007, from htt ht t p://www.schoollibraryjournal.com/ p://www.schoollibraryjournal.com/artic article/ le/ CA6312463.html

26

McPherson, K. (2007, April). Harry Potter and the goblet of motivation. Teacher  Librarian, 4, 71-73.

December  Mark Twain Elementary annual yearly progress. (2008, Sep tember). Retrieved December  5, 2008, from ht tp://dese.mo.gov/plannin tp://dese.mo.gov/planning/profile g/profile/apr/ayp /apr/ayp0391414360.h 0391414360.h tml Méndez, T. (2004, October). 'Hamlet' too hard? Try a comic book. The Christian Science Monitor . Retrieved December 14, 2007, from htt p://www.csmonitor.com/2004/

1012/p11s01-legn.html?s=hns Millard, E., & Marsh, J. (2001). Sending Minnie the Minx home: Comics and reading Education, 31(1), 25-38. choices. Cambridge Journal of Education

Missouri Census Data Center. (2000). Springfield R XIII demographic profile 3. Retrieved October 22, 2008, 200 8, from htt h tt p://mcdc2.mi p://mcdc2.missouri.edu/ ssouri.edu/cg cgi-b i-bin/brok in/broker?_PROGRA er?_PROGRA M =websas.dp3_2kt.sas&_SERVICE=sasapp&st=29&sd=039141 Missouri Department of Elementary and Secondary Education. (2007a, November). Graduation rates. Retrieved October 22, 2008, from htt p://dese.mo.gov/ p://dese.mo.gov/

schooldata/four/039141/gradnone.html Missouri Department of Elementary and Secondary Education. (2007b, November). Missouri Assessment Program Data. Retrieved March 27, 2008, from

http://dese.mo.gov/planning/profile/MAP0391414360.html 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, Nort on, B. (2003). (2 003). The motivating power of comic books: Insights from Archie Archie comic comic readers. The Reading Teacher , 57 (2), (2), 140-147. Pachtman, A. B., B. , & Wilson, Wilson, K. A. (2006). What do the kids think? [Electronic version]. version]. The Reading Teacher , 59(7), 680-684.

Pitcher, S. et al. (2007). Assessing Asse ssing adolescents' adolescents' motivation to read [Electronic version]. version]. Journal of Adolescent & Adult Literacy, 50(5), 378-396.

Ranker, J. (2007). Using comic books as read-alouds: Insights on reading instruction from an English as a second language classroom [Electronic version]. The Reading  Teacher , 61(4), 296-305.

Schmitt, R. (1992, Spring). Deconstructive comics. Journal of Popular Culture, 25(4), 153-161. Schneider Schneider,, N. (2007, January). Holy reading, reading, Batman! Teaching K-8, 56-57. Scholastic. (2007). Using graphic novels n ovels with children children & teens: A guide for teachers and  librarians. New York: Author.

Schwarz, G. (2006). Expanding literacies through graphic novels. English Journal , 95(6), 58-64. Schwarz, G. E. (2002). Graphic novels for multiple literacies literacies [Electronic version]. version]. Journal  of Adolescent & Adult Literacy, 46 (3), (3), 262-265.

Spark reading and writing fever with comic books. (2000, April). Curriculum Review, 8, 10-11.

28

Springfield Public Schools Annual Report Index (2007). Retrieved December December 5, 2008, from

http://www.springfieldpublicschoolsmo.org/accountability/documents/20062007WebVersionAnnualReport.pdf  St. Lifer, E. (2002, August 1). Graphic novels, seriously. Retrieved December 22, 2007, from htt p://www.schoollibraryjournal p://www.schoollibraryjournal.com/ .com/inde index.a x.as;?layout=articlePrint&articl s;?layout=articlePrint&articlee ID=CA236062 Starr, L. (2004, November 1). Eek! Comics in the classroom!. Retrieved December 14, 2007, from http://www.education-world.com/a_curr/profdev/profdev105.shtml Strauss, V. (2004, June). Thinking outside the box, inside inside the panel. Washington Post , A10. Retrieved December 14, 2007, from http://www.washingtonpost.com/wpdyn/articles/A41684-2004Jun14.html US Census Bureau. (2000). State and county quick facts: Springfield, MO. Retrieved October 22, 2008, from http://quickfacts.census.gov/qfd/states/29/2970000.html http://quickfacts.census.gov/qfd/states/29/2970000.html Wax, E. (2002). Back to the drawing board. Washington Post , p. B1. Retrieved December  14, 2007, from http://www.washingtonpost.com/ac2/wp-dyn?pagename= article &node=&contentId=A29900-2002May16 Versaci Versaci,, R. (2001). How comic books can change change the way our students studen ts see literature: One teacher's perspective. The English Journal , 91(2), 61-67. Veto, D. (2006, April). Apr il). Motivating Mo tivating reluctant reluctant adolescent readers. readers. School Administrator , 4. Zadora, A. (2002, April). Wrestling with reading reading.. Teaching PreK-8, 7, 58-59.

29

APPENDIX A

MISSOURI STATE HUMAN SUBJECTS PROTECTION APPLICATION 1.

Brief description description of th e purpose of the proposed proj ect, including specific goals The purpose of this study will be to determine the change in fifth grade s tudents’ attitudes toward reading after exposure to comics or graphic novels.

2.

Research protocol, that includes: Description of participants to be used, including; o General demographics of target sample. Average fifth graders (ages 10-12) from Mark Twain Elementary in the Springfield Public School district. The groups of  students will include a range of d iffering abilities, SES, and family status. Most students will be Caucasian. o Sample size. 8-10 o Sampling procedures. Sample of convenience of students who volunteered for  the Lunch-n-Munch book club. Students will all be from an intact fifth grade classroom. o From where participants will be obtained. Mark Twain Elementary School. o How long procedures will take participants. 10 minutes for questionnaire completion prior to the book club and following the end of the book club. Procedures, including: o General progression of research: Permission from the building principal, Springfield Public Public School’s IRB, and parents will be obtained prior to the data collection. Students will be given the opportunity to volunteer to participate in a Lunch-n-Munch book club during the lunch per iod for 4 weeks. Prior to, and distinct from the book club, students will be asked to voluntarily complete a survey regarding their perceptions on reading (with parental written consent). After the completion of the book c lub, a follow-up survey will be given (with parental written consent). Data from the pre and post surveys will be compared for differences. differences. How informed consent will be obtained/addressed: Permission Permission will be obtained o from the principal and school district. A letter of consent to participate in the book club surveys will be sent hom e for parental consent. Only students with signed releases from parents/guardians will be included in the data analysis of  the survey responses. o Description of setting in which data is ob tained: Surveys Surveys will be completed before and after the book club during the lunch period and in the regular  classroom setting. Data from the surveys will be harvested following the completion of the book club. o How data will be kept secure and confidential: Completed pre and post surveys will be returned in a s ealed envelope to the researcher. No identifying information or names will be used. Name and description of data gathering tool (attach a copy if possible): Lunch-n-Munch Survey (same document for Pre and Post Survey attached) HIPAA considerations/procedures considerations/procedures (if applicable): None. The survey is anonymous and voluntary. There will be no penalty for withdrawal. Description of any special situations/circumstances situations/circumstances needing to be addressed in the study: N/A Data disposition when the study is completed: All surveys will be shredded upon completion of data analysis in May.

•

•

•

•

• •

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 Interdisciplinary Forum and published on researcher’s website.

3.

Benefits: Describe benefits to the individual and/or mankind from participation: participation: Understanding student perceptions regarding reading motivation motivation allows teachers to make classroom decisions that are in the best interests of the children. Students benefit when they get to choose th eir own literature and what interests them, which u ltimately ltimately increases reading mo tivation and helps increase the number of life-long readers.This 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 University policies. Only group findings will be reported. Participation Participation will be voluntary and with parental permission.

6.

Procedures for Minimizing Minimizing Risk: • •

• • •

Surveys will be provided without s tudents’ names or identifying information. Parental permission permission will be obtained and students may withdraw at any time without penalty or loss. All data will be kept confidential according to University policies. Data will be kept in a secured place according to University policies. Surveys will be shredded and disposed of upon completion of the data analysis.

7.

Procedures for obtaining informed consent (see guidelines for key elements to include in informed consent): Permission Permission to conduct the study will be secured from the prin cipal and the Springfield Public School IRB. Informed 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, 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 description which might influence the I RBs decision to sustain approval of the project. ___________________________________ Department Department Head

___________________________________  Principal Investigator (Faculty)

___________________________________  Co-Investigator Co-Investigator (Graduate student)

Date: ___________________________

Date: ___________________________ 

31

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 d isagree with the statement. Strongly Agree = SA

Agree = A

Neutral = N

Disagree = D

Strongly Disagree = SD

Pictures & I llustrations

1. Pictures in books help me to understand what I’m reading.

SA A

N

D

SD

2. I prefer reading books that have p ictures because there is less text.

SA A

N

D

SD

3. Reading shorter paragraphs or smaller amounts of text keeps me motivated to read.

SA A

N

D

SD

4. It is easier to understand what I read when the book has pictures and words.

SA A

N

D

SD

5. I think comics are easier to read than regular books.

SA A

N

D

SD

6. I like to read.

SA A

N

D

SD

7. I enjoy reading comics.

SA A

N

D

SD

8. I hate to read regu lar books.

SA A

N

D

SD

9. I am more likely to check ou t books from the library if I can check out comics.

SA A

N

D

SD

SA A

N

D

SD

11. I do not think teachers believe reading comics is really reading.

SA A

N

D

SD

12. I do not think parents believe reading comics is really reading.

SA A

N

D

SD

13.

SA A

N

D

SD

Enjoyment & Motivation

10. Reading is hard. Perception

I think reading comics is just like reading other literature.

Social Interaction

14.

I talk to my friends about the books I am reading.

SA A

N

D

SD

15.

I talk to my friends about the comics I read.

SA A

N

D

SD

16.

I read comics at home w ith someone in my family.

SA A

N

D

SD

32

OPEN ENDED QUESTIONS 

1. How have comics made a d ifference in your enjoyment of reading? 2. Describe what you like best about comics.

33