More than Mere Motivation: Learning Specific Content through Multimodal Narratives

Autor/inn/en	Brugar, Kristy A.; Roberts, Kathryn L.; Jiménez, Laura M.; Meyer, Carla K.
Titel	More than Mere Motivation: Learning Specific Content through Multimodal Narratives
Quelle	In: Literacy Research and Instruction, 57 (2018) 2, S.183-208 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2017.1351586
Schlagwörter	Cartoons; Novels; History Instruction; United States History; War; Middle School Students; Grade 6; Language Arts; Reading Instruction; Reading Comprehension; Mixed Methods Research; Outcomes of Education; Student Evaluation; Recall (Psychology); Fiction; Research Design; Nonparametric Statistics; Word Recognition; Class Activities; Writing Assignments; Tests; Intervention + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Novel; Roman; History lessons; Geschichtsunterricht; Krieg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Sprachkultur; Leseunterricht; Leseverstehen; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Abberufung; Fiktion; Forschungsdesign; Worterkennung; Examination; Prüfung; Examen
Abstract	This study explores the possibilities for learning content that might accompany the use of an historically accurate graphic novel as part of a language arts instructional unit. During a 6-day unit, 16 sixth grade students engaged in graphic novels in ways that support comprehension, both in the context of a graphic novel text set and a specific novel, "One Dead Spy." Through qualitative and quantitative analysis, we evaluated student learning of content related to the topic of the American Revolution. Results indicate that engaging students in instruction around the novel built the background knowledge on the topic, as well as increasing their understanding of the topic as measured by a free-recall assessment. In addition, the unit posttest indicated significant learning around conceptual ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01