Graphic novelisation effects on recognition abilities in students with dyslexia. Issue 2 (4th March 2021)

• Record Type: Journal Article
• Authors: Smith, Patrick L.; Goodmon, Leilani B.; Howard, Jordan R.; Hancock, Rebekah; Hartzell, Kylie A.; Hilbert, Sarah E.
• Is Part Of: Journal of graphic novels & comics. Volume 12:Issue 2(2021)
• Page Start: 127
• Page End: 144
• Publication Date: 2021-03-04
• Subjects: Graphic novels -- dyslexia -- memory -- education -- retention interval; Graphic novels -- Periodicals; Comic books, strips, etc -- Periodicals; Popular culture -- Periodicals; Art, Modern -- 21st century -- Periodicals; Art, Modern; Comic books, strips, etc; Graphic novels; Popular culture; Comicroman; Comic; Periodicals; 741.5
• DOI: 10.1080/21504857.2019.1635175
• Languages: English
• ISSNs: 2150-4857

Abstract

ABSTRACT: Because of a focus on science, technology, engineering, and mathematics (STEM), elementary school systems are implementing material that is more complex in nature. However, children with learning disabilities like dyslexia may struggle with learning such content. Because studies have shown that children with dyslexia may benefit from more visually oriented materials, the purpose of this study was to determine if elements of graphic novelisation (i.e. graphic novel panels) improved short and long-term memory of brain structures and functions in children with dyslexia. Thirty-eight fifth-grade students (22 children diagnosed with dyslexia and 16 without reading difficulties) participated in the study. All children, including age-equivalent controls, exhibited higher recognition rates of brain structures and functions for graphic novel study materials (i.e. metaphorical definitions and illustrations). In children with dyslexia, the memory benefit for brain structures and functions resulting from exposure to the graphic novel panels was evident after the short interval. However, for children without dyslexia, this memory benefit was only marginally evident after the long interval. The results imply that image-based metaphors combined with text-based, scientific content may serve as an effective pedagogical supplement for children with or without reading disabilities.