Teaching People to Read Comics: The Impact of a Visual Literacy Intervention on Comprehension of Educational Comics

GOLDING, Samantha and VERRIER, Diarmuid (2020). Teaching People to Read Comics: The Impact of a Visual Literacy Intervention on Comprehension of Educational Comics. Journal of Graphic Novels and Comics.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/21504...
Link to published version:: https://doi.org/10.1080/21504857.2020.1786419


Evidence suggests that children’s abilities to comprehend information can vary, which may lead to miscommunication and impact on future life outcomes. Previous research suggests that visual literacy interventions may be helpful for children who need to interpret visual sources of information. Recently there has been renewed interest in the potential of comics as assistive tools in pedagogical settings, which are a highly visual medium. However, no research has yet investigated whether a visual literacy intervention can assist children in their comprehension of comics. The current experiment set out to determine if a visual literacy intervention constructed around comics would improve comprehension of educational comics in primary school children. The study consisted of a pre- and post-intervention procedure. Previous comic reading experience was included as a variable. In each session, comprehension and inferential understanding was assessed. Both comprehension and inferential understanding improved following the comics literacy intervention. These results demonstrate that visual literacy instruction can enhance comprehension of educational comics. Findings can be applied to educational settings and have potential for improving educational outcomes.

Item Type: Article
Uncontrolled Keywords: 19 Studies in Creative Arts and Writing
Identification Number: https://doi.org/10.1080/21504857.2020.1786419
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 22 Jun 2020 09:52
Last Modified: 29 Dec 2021 01:18
URI: https://shura.shu.ac.uk/id/eprint/26486

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