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 Sta te University In Partial Fulfillment of the Requirements for the Degree Master of Science in 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 grad ers attitudes toward reading after exposure to comics and graphic novels. The stu dy was conducted in an urban Midwestern school comprised of middle to lower clas s families. A volunteer group of 10 students from an intact fifth grade class wa s used. The sample included 8 girls and 2 boys. All of the students were Caucasi an except one who was Hispanic. The levels of ability were varied, with one gift ed student, three above average learners, five average learners, and one who uti lized special education services. The students took a pre-survey then were given access to comics and graphic novels during a lunchtime reading program for a pe riod of four weeks. At the end they each took a post-survey. Data, frequencies a nd percentages from the surveys, were compared. There was not a significant chan ge in the childrens attitudes toward reading after the study. The findings would suggest that more research is needed. ii

TABLE OF . . . . . . . . . . . . . . . . . 9 . 10

CONTENTS ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . 12 . 12 . 14

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii . v . 1 . 1 . 1 . 2 . 2 . 2 . 3 . 3 . 5 . 5 . 6 . 15 . 15 . 16

LIST OF TABLES CHAPTER ONE: INTRODUCTION Purpose of the Study . Rationale for the Study Researc h Hypothesis . . . . Significance of the Study . Assumptions . Limitations . . . . . . . . Definition of Terms . CHAPTER TWO: REVIEW OF THE RELATED LITERATURE . Reading Motivation . . . . . . . . . . . . . . . . Use of Comic Literature in the Classroom Comic Literature as Motivation for Struggling and Reluctant Readers . Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER THREE: METHODOLOGY . Instrument and Design Site of the Study . Participa nts Procedures . . . . . . . . . . . . . . . . . . . . . . . Analysis of Data . CHAPTER FOUR: FINDINGS OF THE STUDY . iii

Data Analysis . Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 . 21 . 22 . 22 . 22 . 24 . 25 . 31 . 30 . 32 CHAPTER s . . . . . . . . . . . FIVE: . . . . . . . . . CONCLUSIONS, DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & . . . RECOMMENDATIONS . Conclusions Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Recommendations REFERENCES APPENDICES . . . . Human Subjects Application . Survey . . . . . . . iv

LIST OF TABLES 1. Frequencies for Preferences to Pre-Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 20 22 2. Frequencies for Preferences to Post Survey . 3. Independent T-Test . . . . . . . v

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CHAPTER ONE INTRODUCTION Many students today are not interested in reading, choo sing instead other various mediums such as video games, television and movies wh en seeking outlets of pleasure and entertainment. The push for higher academics, especially in reading, has caused many educators to take notice and focus on re ading. Indeed, many studies have been done on reading motivation. If children vi ew 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, t he escapism, and the stimulation of reading; the goal is to enjoy reading not be cause it is assigned but for the pure pleasure that is gained through all forms of literature including the genre of comic literature: comic books, comic strips , and graphic novels. Purpose Statement The purpose of this study was to determi ne the change in fifth grade students attitudes toward reading after exposure to comics or graphic novels. Rationale for the Study Research suggests childrens att itudes and motivations toward reading are strongly influenced if the students ha ve true choice in what they read (Cavazos-Kottke, 2005; Edmunds & Bauserman, 200 6; 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 & Mar sh, 2001). As a result, comic literature is not often taught in schools 1

(Cavazos-Kottke, 2005). If teachers are to motivate reluctant and struggling rea ders 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-eva luate what constitutes an accepted canon of student literature and allow student s to contribute to that cannon, which means accepting comic literature as real l iterature. Therefore, it behooves educators and researchers to investigate the e ffectiveness of comic literature or for students in the classroom. Research Hypo thesis 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 t he ability of those students to understand and grasp concepts in any subject is affected. Discovering and utilizing any approach that positively affects the int rinsic motivation of students to read will impact the classroom. Therefore, the findings of this study may aid educators in identifying and utilizing reading ap proaches that will motivate students to read for themselves, because they choose to, because they want to learn and grow, and develop into engaged and contribut ing 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 f ifth 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 a ttitudes toward reading, when given choice. 4. It was assumed that the responden ts were representative of typical elementary students in the Springfield Public School system. Limitations For the purpose of this study, the following limitati ons will be made: 1. The study was limited to 8-10 volunteers from one fifth-gra de 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-po int 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 w ere 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 describe comic books, co mic strips, graphic novels and other comic-related publications, either print or electronic. 3. Comic books: Pamphlet (Diamond Bookshelf, n.d., p. 1) style period ical 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 b ook (Diamond Bookshelf, n.d.). 4

CHAPTER TWO REVIEW OF THE RELATED LITERATURE The purpose of this study was to de termine the change in fifth grade students attitudes toward reading after exposur e to comics or graphic novels. Presented in this chapter of the review of the re lated 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 t his study, is the intrinsic desire to read for the purposes of learning or pleas ure without being required by an outside authority to do so. Several aspects con tribute to students intrinsic motivation to read, both in and out of school inclu ding: control, self-efficacy, involvement in reading, and communications about r eading (Guthrie et al., 2007, p. 1). Control over reading is a significant const ruct that determines students motivations for reading (Cavazos-Kottke, 2005; Edmu nds & Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks & Perencevich, 2006; McPher son 2007; Pachtman & Wilson, 2006; Veto, 2006). Edmunds and Bauserman (2006) dis covered that when sharing the narrative text they were reading, 84% of the childr en discussed books they had selected themselves, while only 16% discussed books that were assigned by the teachers (p. 417). In the same study, researchers found similar results for expository texts. The first recommendation by the researche rs was to let students choose their own books. Cavazos-Kottke (2005) related a s tory about Mike, a sixth-grade boy who was writing a book report for school. Des pite 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 m iddle school and high school students see reading as an irrelevant school requir ement and simply stop reading (Clarke, 2006). Pachtman and Wilson (2006) found s tudents who were able to choose their own reading derived more enjoyment from th e experience. When coupled with a social discussion activity, the amount of read ing increased. Veto (2006) concluded that choice creates an environment where st udents feel motivated and empowered to take responsibility for their own educati on. The problem, as I see it, is not so much that many boys quit reading altogeth er, but rather that they engage in literacy practices that many teachers and cla ssrooms are reluctant to embrace (Cavazos-Kottke, 2005, p. 181). McPherson (2007) made a similar statement, suggesting teacher-librarians offer non-canonical read ing materials such as Archie Comics, graphic novels, Nancy Drew stories, compute r game instructions, zines, Internet blogs and wikis, and Manga (p. 71). However, most teachers and schools do not support students choice of reading (McPherson, 2 007; Pitcher et al. 2007). Use of Comic Literature in the Classroom Comic litera ture is the all-encompassing term used to describe comic books, comic strips, gr aphic novels and other comic-related publications, either print or electronic fo rmat. Comic literature has gained access to the classroom over the past few year s, being used in classrooms across the country, and studied and discussed in jou rnals and conferences (Greg, 2005; Mndez, 2004; Starr, 2004; Strauss, 2004; Wax, 2002). The 6

phenomenon is growing and teachers and librarians, along with parents and admini strators, are loosening the constraints of the canon to include new mediums, suc h as comics. Librarians have discovered that stocking comic literature means an increase in circulation (Dorrell & Carroll, 1981; Goodgion, 1977; Lyga, 2006). W hen Steve Weiner introduced comics to his branch of the Somerville Public Librar y in Massachusetts, he saw its circulation jump 42% that year (St. Lifer, 2002). T he comic book occupies a curious and unique position in the 20th century electro nic media revolution. It represents a transitional medium that directly transfor ms the printed word and the framed picture, paving the way for a new type of lit eracy which combines these and other traditional texts (spoken word, music) in t he ultimate of intertextual media forms: television. (Schmitt, 1992, p. 160) Com ics were originally considered a poor substitute for real reading and frowned up on by teachers and scholars alike. Schmitt (1992), however, disagreed: Far from b eing a watered-down, inferior substitute of high cultural art, they are distinct, alternative visions which reveal more about the fears, neuroses and power strugg les 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 promot e learning in the classroom. Lyga (2006) makes the case that comic literature re quires many literacy skills, such as sequencing, decoding nonverbal communicatio n, comprehending plot, and ability to make inferences. Liu (2004) found low-leve l ESL learners recalled more information (38.70%) when high-level text was paire d with comics. The recall was only 19.41% with low-level ESL learners who used h igh-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, ar t, philosophy and sociology. Little (2005) documents the deep literary levels oc curring when comic literature is read, including closure, narrative density, and quoting Eisner (1985), amplification. They require readers to be actively engage d in the process of decoding and comprehending a range of literary devices, incl uding narrative structure, metaphor and symbolism, point of view, the use of pun s and alliteration, intertextuality, and inference. Reading graphic novels can h elp students develop the critical skills necessary to read more challenging work s, including the classics. (Scholastic, 2007, p. 5) Cheesman (2006) uses comic st rips in his science classroom. Morrison, Bryan, and Chilcoat (2002) recommend us ing comics as an end-product, where students demonstrate their learning by gener ating their own comics. Bitz (2004) has created The Comic Book Project that focu ses on literacy as an after-school program in struggling urban school districts. In their research, Millard and Marsh (2001) made some interesting findings rega rding comics and reading choices. Not only did they discover reading comics lead to readings of other materials such as magazines and newspapers, but the resear chers documented that when comics were sent home from school, a connection was m ade 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 an d a social network at home. 8

Comic Literature as Motivation for Struggling and Reluctant Readers Teachers acr oss the country are using comic literature to promote literacy and interest in r eading, especially with struggling and reluctant readers (Spark Reading, 2000, G et 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 rep ort receiving a great deal of pleasure from reading comics, yet many students ar e not given true choice in schools (Norton, 2003; Millard & Marsh, 2001). A stud y 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 t o read comics, they become more interested in reading altogether, and thus go on to read other materials (Norton, 2003). Clearly we recognize that children deriv e 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 com ics, they gain a sense of ownership of the text. Whereas, scholarly or school-ap proved texts are seen by children as abstract and unconnected to their everyday l ives (p. 145.) Millard and Marsh (2001) determined comic reading provides a common discourse which can be used to enhance childrens shared understanding of pleasur able texts (p. 29). This sense of social sharing of literature regarding comics i s a noted benefit especially for struggling and reluctant readers (Millard & Mar sh, 2001; Norton, 2003). Finders (1977, as cited in Norton, 2003) discovered stu dents, particularly girls, engaged in what Finders called literate underlife where by the students engaged in an 9

underground social literature circle: borrowing, sharing and discussing comics a nd comic-related stories on a regular basis (p. 144). Norton (2003) indicated ma ny children found themselves reading comics and sharing stories with their fathe rs or other males within the family unit. This literate underground was also app licable to English-language learners as it provided them a familiar connection w ith the other students. Schwarz (2006) suggests middle and high school English t eachers explore and use the graphic novel to build multiple literacies (p. 58). Sh e and Versaci (2001) argue that deep literary criticism can come about through t he use of comic literature as students are taught to advocate for their own defi nition of canon and make arguments for the inclusion of high quality comic literat ure: this goal of simply passing our own judgments along to our students often i mpedes 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 an d 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 c hoice and motivation regarding reading and literature. While children have a str ong desire to read comics, the children also recognize 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, Wigf ield, Tonks & Perencevich, 10

2006; McPherson 2007; Pachtman & Wilson, 2006; Veto, 2006) indicate students bec ome motivated to read, especially struggling and reluctant readers, leading them to eventually experiment with other forms of texts (Norton, 2003). The motivati on to read has been shown to transfer to the adults in the family home (Norton 2 003). Researchers have found teachers can include comic literature in scholarly and engaging ways. 11

CHAPTER THREE METHODOLOGY The purpose of this study was to determine the change in fifth grade students attitudes toward reading after exposure to comics or grap hic novels. Presented in this chapter of the methodology will be: (a) instrument and design, (b) site of the study, (c) subjects, (e) procedures, and (f) analys is of the data. Instrument and Design A causal comparative study was conducted i n Fall 2008 to determine the reading motivation of fifth grade students before a nd after being exposed to comic literature. A researcher-constructed pre- and po st-survey (see Appendix B) consisted of two sections. The initial section reques ted information regarding reading such as information about how students are inf luenced by illustrations, reading motivation and enjoyment, perception toward re ading comic literature, and social aspects of reading. The first section consist ed of a five-point Likert scale. The second section was designed as two open-end ed 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 co mic literature. The group consisted of 10 fifth grade students who volunteered f or the Lunch-NMunch, a lunchtime comic literature book club that met twice a wee k 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 district in Fall 2008. According to the Missour i Census Data Center (2000), Springfield Public Schools had an ethnicity populat ion 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%). The data also showed that 97% spoke English only, while 0.5% did not speak English at al l. 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 (2007a) the graduatio n 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 stud ents per classroom teacher (Missouri Department of Elementary and Secondary Educ ation, 2007b). According to the US Census data (2000), Springfield had a populat ion 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 Sc hool, where the study took place, had an enrollment rate of 86.3% White, 6.4% Bl ack, 2.9% Hispanic, 3.5% Asian/Pacific Islander, and 0.8% Native American in Sep tember 2006 (p. 5). While the school had an overall attendance rate of 95.67%, i t 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 Schoo l also had a student-to-classroom teacher ratio of 20:1 (p. 11). The average tea chers salary was $40,126 and the average years of experience was 14 (p. 13). At M ark Twain Elementary, according to the Missouri Department of Elementary and Sec ondary Educations Mark Twain Elementary Annual Report of School Data (2008a), th ere are 19 students per classroom teacher. Of that 83% were White, 7.5% were Bla ck, 4.7% were Asian, 3.9% were Hispanic, and .9% were Indian. There were only tw o reported discipline incidents at Mark Twain Elementary in 2008 school year, en ding in two out-of-school suspensions. The attendance rate was 95.8% in 2008. Ac cording to the Missouri Department of Elementary and Secondary Education Missour i Assessment Program Data (2008b), the fifth graders achieved the following scor es 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 follo ws: below basic, 10.5%; basic, 45.3%; proficient, 31.4% and advanced 15.1%. Part icipants The participants consisted of a volunteer group of ten students in a fi fth grade technology-based, constructivist-founded (eMINTS) classroom in Springf ield Public Schools. The classroom population was comprised of children ages 1012. There were eight girls and two boys in the study, and nine students who part icipated where Caucasian; one student was Hispanic. There were four of the stude nts who were considered above average learners, one of which participated in the school districts gifted program. There were five students who were average learn ers but struggled at times. Only one child utilized the resource room for some s ubjects. 14

Procedures Permission to conduct the study was obtained from the classroom teach er, school principal and the Springfield Public School Quality and Accountabilit y committee as well as the students and their parents/guardians. The Human Parti cipants Board at Missouri State University (see Appendix A) also approved the re search proposal. The survey was developed at Missouri State University, with cha nges being made after the comments are returned. Participants consisted of a vol unteer group 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 lit erature available to them. The researcher discussed each title and gave a synops is of the story. Students chose comic literature that met their interests. Two d ays per week for four weeks, the students ate their lunch in the classroom and r ead their comics. After each session, there was a group discussion about the dif ferent titles the students read. Students interested in reading the same title w ere encouraged to read in pairs or groups and all students were encouraged to sh are and discuss their readings with their teacher, other students and their fami lies. 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 sc ale questions and two open-ended questions. The Likert questions were categorize d as follows: pictures and illustrations, enjoyment and motivation, perception, and social interaction. Data were analyzed using SPSS from Missouri State Univer sity for frequencies, means, mode, median, and standard deviations. 15

CHAPTER FOUR FINDINGS OF THE STUDY The purpose of this study was to determine th e change in fifth grade students attitudes toward reading after exposure to comic s 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 wa s conduced in Fall 2008 to determine the reading motivation of ten volunteer fif th 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 r eading club. They were given a pre-survey and then introduced to comic literatur e with varying degrees of reading levels and lengths. The students read comics d uring lunch two days per week for four weeks with the study group leader. They w ere then given the postsurvey. Table 1 shows the frequencies for preferences to the pre-survey. 16

Table 1. Frequencies for Preferences to Pre-Survey Question 1. Pictures help me understand what Im reading 2. I prefer reading books that have pictures because t here is less text. 3. Reading shorter paragraphs or smaller amounts of text keep s me motivated to read. 4. It is easier to understand what I read when the book has pictures and words. 5. I think comics are easier to read than regular books. 6. I like to read 7. I enjoy reading comics. 8. I hate to read regular books 9. I am more likely to check out books from the library if I can check out comics. 10. Reading is hard. SA 3 0 0 3 1 9 5 0 2 0 A 4 1 2 6 5 0 5 1 4 0 0 0 5 4 3 0 N 2 5 5 1 4 1 0 5 1 0 6 5 1 4 4 3 D 1 1 1 0 0 0 0 3 2 2 1 2 0 1 1 4 SD 0 3 2 0 0 0 0 0 1 8 2 2 0 0 0 0 11. Teachers do not think comics are real reading. 1 12. Parents do not think co mics are real reading 13. Reading comics is like reading other books. 14. I talk to my friends about the books I read. 15. I talk to my friends about the comics I read. 16. I read comics at home 1 4 1 2 3 17

In the pre-survey, students felt pictures assisted them in understanding the tex t. In two different questions (Question 1 and Question 4), the majority of stude nts 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 student s reported they enjoyed reading at the beginning of the study. Students (100%) r eported they already enjoyed reading comics and they either disagreed or strongl y disagreed with the statement that reading was hard. It was interesting to note that respondents were neutral on whether they believed teachers (Question 1) an d parents (Question 12) thought reading comics was real reading. Table 2 shows t he frequencies for preferences to the post-survey. 18

Table 2. Frequencies for Preferences to Post Survey Question 1. Pictures help me understand what Im reading 2. I prefer reading books that have pictures because there is less text. 3. Reading shorter paragraphs or smaller amounts of text kee ps me motivated to read. 4. It is easier to understand what I read when the book has pictures and words. 5. I think comics are easier to read than regular books . 6. I like to read 7. I enjoy reading comics. 8. I hate to read regular books 9 . I am more likely to check out books from the library if I can check out comics . 10. Reading is hard. SA 6 0 2 7 4 9 8 0 4 0 A 3 0 3 3 3 1 0 0 2 0 3 3 3 3 4 1 N 1 5 1 0 3 0 1 1 4 0 2 2 2 4 3 2 D 0 4 2 0 0 0 0 2 0 3 1 1 0 1 0 5 SD 0 1 2 0 0 0 0 4 0 7 3 0 0 0 0 1 11. Teachers do not think comics are real reading. 1 12. Parents do not think co mics are real reading 13. Reading comics is like reading other books. 14. I talk to my friends about the books I read. 15. I talk to my friends about the comics I read. 16. I read comics at home 1 5 2 2 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 ab out taking to their friends about comics, 60% agreed or strongly agreed. A major ity 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 co nsidered real reading. This was a change from the presurvey results. It should b e noted that 100% of the students disagreed or strongly disagreed with the state ment: Reading is hard. Presented in Table 3 is the Independent t-Test comparing th e pre- and post-mean averages. 20

Table 3. Independent t-Test Question 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 p < .1 Table 3 prese nts the statistical difference using the Independent t-Test. There was not a sig nificant difference in the reading motivation of students between the pre- and p ost-survey with the exception of Question 4: It is easier to understand what I r ead when the book has pictures and words. All the students agreed (30%) or stron gly agreed (70%) with the statement in the post survey. The next strongest diffe rence (nearing significance) was in the related Question 1: Pictures help me und erstand what Im reading, where 90% of students were in agreement. Summary The hyp othesis 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 c lassroom was rejected at the .10 level of significance for all questions except number 4. 21 t 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

CHAPTER FIVE CONCLUSIONS, DISCUSSIONS, AND RECOMMENDATIONS The purpose of this s tudy 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) discussion, and (c) recommendations for future study. Concl usions To the extent the subjects were representative of typical fifth graders a nd based on the findings of this study, the following conclusions appears warran ted: There was not a significant difference in the reading motivation of fifth g rade students after they are given comic literature to read in the classroom. Di scussion A causal comparative study was conducted to determine the change in fif th grade students attitudes toward reading after exposure to comics or graphic no vels. Question 1 read: Pictures help me understand what I am reading. Question 4 s tated: It is easier to understand what I read when the book has pictures and word s. Questions 1 (near significance) and 4 (significance) were related in nature an d 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 having significance was that the sample consiste d of a volunteer group of students rather than a random sample. Students partici pating in a volunteer group are more likely to be positive about and have a vest ed 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, 9 0% of the students reported enjoying reading and 80% reported enjoying comic lit erature. The same percentage (90%) of the students reported that reading comics was like reading traditional books. A random sample would have provided a strong er example of the population studied. Additionally, volunteers are often more mo tivated to participate and open to phenomenon for which they volunteered. Questi on 2 was surprising because of the assumption that more students would prefer re ading 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. Som e respondents may have felt there was an equal amount of text in comic literatur e. The more subjective observations based on open-ended questions on the survey and discussions with the students offered more interpretation of the reported da ta. 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 com prehension, and (b) comics are more interesting and engaging. Most of the studen ts (70%) responded that comics made them want to read, whereas 30% of the studen ts answered that comic literature was easier to understand. The second open-ende d question asked students what they liked best about comics, and 90% of the stud ents responded in the same manner that the pictures helped them understand the s tory. 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

students 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 purch ase comics to be read at home. While the Likert scale survey revealed a signific ance in only one survey question, it indicated that the subject of comic literat ure as a motivation for reading required further study. Identifying the ways com ic literature can add to reading success and enjoyment is greatly needed. Recomm endations 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 util ized to provide greater comparison. 2. It was recommended that additional cultur al 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 fo r identifying students perceptions. 24

REFERENCES Bitz, M. (2004). The comic book project: Forging alternative pathways to literacy. International Reading Association, 47(7), 574-586. Cavazos-Kottke, S. (2005). Tuned out but turned on: Boys (dis)engaged reading in and out of sc hool [Electronic version]. Journal of Adolescent & Adult Literacy, 49(3), 180-18 4. Cheesman, K. (2006). Using comcis in the science classroom. Journal of Colleg e Science Teaching, 35(4), 48-51. Clarke, B. (2006). Breaking through to relucta nt readers [Electronic version]. Educational Leadership, 63(5), 66-69. Diamond B ookshelf. (n.d.). What are graphic novels and comics? Retrieved July 3, 2008, fr om http://bookshelf.diamondcomics.com/public/default.asp?t=2&m=1&c= 20&s=161 Dor rell, L., & Carroll, E. (1981, August). Spider-man at the library. School Librar y Journal, 27(10), 17. Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn about reading motivation through conversations with children [Electron ic 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 Rev iew, 1, 8-9. Goodgion, L. (1977, January). Holy bookshelves!. School Library Journ al, 23(5), 37. Greg, T. (2005, May 3). Teachers are getting graphic. USA Today. Retrieved April 30, 2006, from http://www.usatoday.com/life/books/news/2005-05-0 3-educationalcomics_x.htm Guthrie, J. T. et al. (2007). Reading motivation and r eading comprehension growth in the later elementary years [Electronic version]. Contemporary Educational Psychology, 32(3), 282-313. Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. (2006). From spark to fire: Can s ituational reading interest lead to long-term reading motivation? [Electronic ve rsion]. Reading Research and Instruction, 45(2), 91-117. Little, D. (2005). In a single bound: A short primer on comics for educators. Retrieved January 19, 200 8, from http://www.newhorizons.org/strategies/literacy/little.htm Liu, J. (2004) . Effects of comic strips on L2 learners reading comprehension [Electronic vers ion]. TESOL Quarterly, 38(2), 225-243. Lyga, A. (2006, March 1). Graphic novels for (really) young readers. Retrieved December 19, 2007, from http://www.schooll ibraryjournal.com/article/ CA6312463.html 26

McPherson, K. (2007, April). Harry Potter and the goblet of motivation. Teacher Librarian, 4, 71-73. Mark Twain Elementary annual yearly progress. (2008, Septem ber). Retrieved December 5, 2008, from http://dese.mo.gov/planning/profile/apr/a yp0391414360.html Mndez, T. (2004, October). Hamlet too hard? Try a comic book. The Christian Science Monitor. Retrieved December 14, 2007, from http://www.csm onitor.com/2004/ 1012/p11s01-legn.html?s=hns Millard, E., & Marsh, J. (2001). Se nding Minnie the Minx home: Comics and reading choices. Cambridge Journal of Edu cation, 31(1), 25-38. Missouri Census Data Center. (2000). Springfield R XIII de mographic profile 3. Retrieved October 22, 2008, from http://mcdc2.missouri.edu/ cgi-bin/broker?_PROGRAM =websas.dp3_2kt.sas&_SERVICE=sasapp&st=29&sd=039141 Miss ouri Department of Elementary and Secondary Education. (2007a, November). Gradua tion rates. Retrieved October 22, 2008, from http://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., Bry an, G., & Chilcoat, G. W. (2002). Using student-generated comic books in the cla ssroom. Journal of Adolescent & Adult Literacy, 45(8), 758-767. 27

Norton, B. (2003). The motivating power of comic books: Insights from Archie com ic readers. The Reading Teacher, 57(2), 140-147. Pachtman, A. B., & Wilson, K. A . (2006). What do the kids think? [Electronic version]. The Reading Teacher, 59( 7), 680-684. Pitcher, S. et al. (2007). Assessing adolescents motivation to rea d [Electronic version]. Journal of Adolescent & Adult Literacy, 50(5), 378-396. Ranker, J. (2007). Using comic books as read-alouds: Insights on reading instruc tion from an English as a second language classroom [Electronic version]. The Re ading Teacher, 61(4), 296-305. Schmitt, R. (1992, Spring). Deconstructive comics . Journal of Popular Culture, 25(4), 153-161. Schneider, N. (2007, January). Hol y reading, Batman! Teaching K-8, 56-57. Scholastic. (2007). Using graphic novels with children & teens: A guide for teachers and librarians. New York: Author. S chwarz, G. (2006). Expanding literacies through graphic novels. English Journal, 95(6), 58-64. Schwarz, G. E. (2002). Graphic novels for multiple literacies [El ectronic version]. Journal of Adolescent & Adult Literacy, 46(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 5, 200 8, from http://www.springfieldpublicschoolsmo.org/accountability/documents/20062 007WebVersionAnnualReport.pdf St. Lifer, E. (2002, August 1). Graphic novels, se riously. Retrieved December 22, 2007, from http://www.schoollibraryjournal.com/i ndex.as;?layout=articlePrint&article ID=CA236062 Starr, L. (2004, November 1). E ek! Comics in the classroom!. Retrieved December 14, 2007, from http://www.educa tion-world.com/a_curr/profdev/profdev105.shtml Strauss, V. (2004, June). Thinkin g outside the box, 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. Retriev ed October 22, 2008, from http://quickfacts.census.gov/qfd/states/29/2970000.htm l Wax, E. (2002). Back to the drawing board. Washington Post, p. B1. Retrieved D ecember 14, 2007, from http://www.washingtonpost.com/ac2/wp-dyn?pagename= articl e &node=&contentId=A29900-2002May16 Versaci, R. (2001). How comic books can chan ge the way our students see literature: One teacher s perspective. The English J ournal, 91(2), 61-67. Veto, D. (2006, April). Motivating reluctant adolescent re aders. School Administrator, 4. Zadora, A. (2002, April). Wrestling with reading . Teaching PreK-8, 7, 58-59. 29

APPENDIX A MISSOURI STATE HUMAN SUBJECTS PROTECTION APPLICATION 1. Brief description of the purpose of the proposed project, 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. Rese arch protocol, that includes: Description of participants to be used, including; o General demographics of target sample. Average fifth graders (ages 10-12) fro m Mark Twain Elementary in the Springfield Public School district. The groups of students will include a range of differing abilities, SES, and family status. M ost students will be Caucasian. o Sample size. 8-10 o Sampling procedures. Sampl e of convenience of students who volunteered for the Lunch-n-Munch book club. St udents will all be from an intact fifth grade classroom. o From where participan ts will be obtained. Mark Twain Elementary School. o How long procedures will ta ke participants. 10 minutes for questionnaire completion prior to the book club and following the end of the book club. Procedures, including: o General progres sion of research: Permission from the building principal, Springfield Public Sch ools IRB, and parents will be obtained prior to the data collection. Students wil l be given the opportunity to volunteer to participate in a Lunch-n-Munch book c lub during the lunch period for 4 weeks. Prior to, and distinct from the book cl ub, students will be asked to voluntarily complete a survey regarding their perc eptions on reading (with parental written consent). After the completion of the book club, a follow-up survey will be given (with parental written consent). Dat a from the pre and post surveys will be compared for differences. o How informed consent will be obtained/addressed: Permission will be obtained from the princi pal and school district. A letter of consent to participate in the book club sur veys will be sent home for parental consent. Only students with signed releases from parents/guardians will be included in the data analysis of the survey respo nses. o Description of setting in which data is obtained: Surveys will be comple ted before and after the book club during the lunch period and in the regular cl assroom setting. Data from the surveys will be harvested following the completio n of the book club. o How data will be kept secure and confidential: Completed p re and post surveys will be returned in a sealed envelope to the researcher. No identifying information or names will be used. Name and description of data gath ering tool (attach a copy if possible): Lunch-n-Munch Survey (same document for Pre and Post Survey attached) HIPAA considerations/procedures (if applicable): N one. The survey is anonymous and voluntary. There will be no penalty for withdra wal. Description of any special situations/circumstances needing to be addressed in the study: N/A Data disposition when the study is completed: All surveys wil l be shredded upon completion of data analysis in May. 2. 30

 How resulting information will be used/disseminated/shared: Findings of the stud y will be reported in a summary paper and presented at the Interdisciplinary For um and published on researchers website. 3. Benefits: Describe benefits to the individual and/or mankind from participation: Understanding student perceptions regarding reading motivation allows teachers to make classroom decisions that are in the best interests of the children. Stud ents benefit when they get to choose their own literature and what interests the m, which ultimately increases reading motivation and helps increase the number o f life-long readers. This study may reveal a clearer picture of students percepti ons of reading related to graphic novels (comics). Risks: Describe the risks to the participant. None. Data will be provided without students names or identifyin g information. All records will be kept confidential according to University pol icies. Only group findings will be reported. Analysis of Risk: No risks were ide ntified by the researcher. The data will be provided without students names or id entifying information. All records will be kept confidential according to Univer sity policies. Only group findings will be reported. Participation will be volun tary and with parental permission. Procedures for Minimizing Risk: Surveys will be provided without students names or identifying information. Parental permissio n 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 sh redded and disposed of upon completion of the data analysis. 4. 5. 6. 7. Procedures for obtaining informed consent (see guidelines for key elements to in clude in informed consent): Permission to conduct the study will be secured from the principal and the Springfield Public School IRB. Informed parent consent fo rms will be signed before children can enter the book club. The project proposal shall end with the following, verbatim (including signature lines): I hereby ag ree to conduct this study in accordance with the procedures set forth in my proj ect description, to uphold the ethical guidelines as set forth in the Code of Fe deral Regulations 45 CFR 46, 45 CFR 160 and 164, and the Missouri State Universi ty HIPAA Policy, and to report to the IRB any outcomes or reactions to the exper iment which were not anticipated in the risks description which might influence the IRBs decision to sustain approval of the project. __________________________ _________ Department Head ___________________________________ Co-Investigator (G raduate student) Date: ___________________________ Date: _______________________ ____ ___________________________________ Principal Investigator (Faculty) 9. 31

APPENDIX B SURVEY Thank you for volunteering to participate in this survey. Please answer the foll owing questions as honestly as you can. You may withdraw at any time without pen alty or loss but your opinions are important to me. Circle the appropriate word( s) that describe how much you agree or disagree with the statement. Strongly Agr ee = SA Pictures & Illustrations 1. Pictures in books help me to understand what Im reading. 2. I prefer reading books that have pictures because there is less t ext. 3. Reading shorter paragraphs or smaller amounts of text keeps me motivated to read. 4. It is easier to understand what I read when the book has pictures a nd words. 5. I think comics are easier to read than regular books. Enjoyment & M otivation 6. I like to read. 7. I enjoy reading comics. 8. I hate to read regula r books. 9. I am more likely to check out books from the library if I can check out comics. 10. Reading is hard. Perception 11. I do not think teachers believe reading comics is really reading. 12. I do not think parents believe reading com ics is really reading. 13. I think reading comics is just like reading other lit erature. Social Interaction 14. I talk to my friends about the books I am readin g. 15. I talk to my friends about the comics I read. 16. I read comics at home w ith someone in my family. SA A SA A SA A N N N D D D SD SD SD SA A SA A SA A N N N D D D SD SD SD SA A SA A SA A SA A SA A N N N N N D D D D D SD SD SD SD SD SA A SA A SA A SA A SA A N N N N N D D D D D SD SD SD SD SD Agree = A Neutral = N Disagree = D Strongly Disagree = SD 32

OPEN ENDED QUESTIONS 1. How have comics made a difference in your enjoyment of r eading? 2. Describe what you like best about comics. 33