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dc.contributor.advisorPelttari, Carole
dc.contributor.authorManiace, Emily M.
dc.date.accessioned2021-09-07T21:57:39Z
dc.date.available2021-09-07T21:57:39Z
dc.date.issued10/1/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5741
dc.description.abstractThrough this study, I examined how readers use different reading process when reading a graphic novel and traditional novel. The guiding question for the study was how does the process differ when reading a graphic novel when compared to a traditional novel? This research is a qualitative study of one student’s processing while reading a graphic novel compared to a traditional novel through the use of verbal protocols of reading. While reading both the graphic novel and traditional novel the subject used a variety of strategies such as visual cues, inferring, predicting, connecting, questioning, author’s style and rereading. Based on the finding, one major conclusion can be drawn: if teachers are going to use graphic novels with their students, students will need specific instruction on how to read a graphic novel.
dc.subjectGraphic Novels
dc.subjectComics
dc.subjectLiteracy
dc.subjectReading
dc.titleReading Process Comparison between Graphic Novel and Traditional Novels
dc.typethesis
refterms.dateFOA2021-09-07T21:57:39Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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