Using Graphic Novels to Engage Students with Learning Disabilities during Fluency Instruction

Autor/inn/en	Fenty, Nicole S.; Brydon, Melissa
Titel	Using Graphic Novels to Engage Students with Learning Disabilities during Fluency Instruction
Quelle	In: Intervention in School and Clinic, 55 (2020) 5, S.278-285 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451219881749
Schlagwörter	Oral Reading; Reading Fluency; Correlation; Reading Achievement; Learning Disabilities; Students with Disabilities; Cartoons; Novels; Reading Programs; Learner Engagement; Reading Instruction; Vignettes; Teaching Methods; Prereading Experience; Elementary School Students; Readability; Reading Interests; Grade 5; Special Education Teachers + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation; Leseleistung; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Zeichentrickfilm; Novel; Roman; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesbarkeit; Leseinteresse; School year 05; 5. Schuljahr; Schuljahr 05; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01