Using Picture Books to Teach Literary Terms in the High School English Classroom Bridget Robinson Bridget Robinson Department of Education University of North Carolina - Asheville

Research Question Will the use of picture books to teach students literary elements affect student understanding of and motivation to read traditional literature as they apply these literary elements to the works?

What is a picture book? Illustrations dominate each page Illustrations dominate each page Text is placed neatly so that the book flows naturally from beginning to end Text is placed neatly so that the book flows naturally from beginning to end Typical length is 32 pages Typical length is 32 pages Trim size of the book is markedly larger than that of the average novel Trim size of the book is markedly larger than that of the average novel

1999 National Assessment of Education 50% of eighth graders read once a month or less for their own interest 50% of eighth graders read once a month or less for their own interest 25% of fourth graders read once a month or less for their own interest 25% of fourth graders read once a month or less for their own interest Cited in Darigan, Tunnell and Jacobs (2002) Cited in Darigan, Tunnell and Jacobs (2002)

Schema Theory and Visual Thinking Bruner (1990) Bruner (1990) –Using prior knowledge to organize information Vacca and Vacca (2005) Vacca and Vacca (2005) –Schema activation –Learning through direct experience Arnheim (1969) Arnheim (1969) –Pictorial thinking

Engaged and Disengaged Readers Engaged readers are intrinsically motivated and have a developed self- efficacy. Engaged readers are intrinsically motivated and have a developed self- efficacy. Disengaged readers read out of necessity. They read only because the work has been assigned to them. Disengaged readers read out of necessity. They read only because the work has been assigned to them. Guthrie (2001) Guthrie (2001)

Subjects Urban high school in Western North Carolina Urban high school in Western North Carolina Two standard American Literature classes Two standard American Literature classes 37 students 37 students –23 males & 14 females –4 students with special needs –36 white students & 1 African-American students –Mixed socio-economic status

Instruments Qualitative Qualitative –Pre-experiment survey –Post-experiment survey –Observations on student involvement Quantitative Quantitative –Pre-experiment literary term evaluative tool –Post-experiment literary term evaluative tool –Objective tests

Research Design Pre-experiment literary terms evaluative tool Pre-experiment literary terms evaluative tool Pre-experiment survey Pre-experiment survey Traditional instruction Traditional instruction Objective Test 1 Objective Test 1 Picture Book Instruction Picture Book Instruction Objective Test 1 repeated Objective Test 1 repeated Traditional instruction Traditional instruction Objective Test 2 Objective Test 2 Picture Book Instruction Picture Book Instruction Objective Test 2 repeated Objective Test 2 repeated Post-experiment literary terms evaluative tool Post-experiment literary terms evaluative tool Post-experiment survey Post-experiment survey

Two Major Questions Did the use of picture books increase student understanding of literary elements in more complex texts? Did the use of picture books increase student understanding of literary elements in more complex texts? Did the use of picture books increase student engagement in literary material? Did the use of picture books increase student engagement in literary material?

Test Results

Were the literary terms easier to understand through the tool of picture books? 72% 28%

Observations of Student Involvement

Post-experiment Picture Book Questions Question Response 1.How did picture books affect 66% No affect your interest in the material? 13% Decreased interest 21% Increased interest 2. How did picture books affect 31% No affect your understanding of the material? 28% Decreased understanding 41% Increased understanding

Limitations of Study Repetition of Test Repetition of Test Time limit Time limit Limited use of picture books Limited use of picture books

Conclusions Picture books help high school students better understand literary elements! Picture books help high school students better understand literary elements! Picture books do not improve student engagement in reading Picture books do not improve student engagement in reading Picture books should be incorporated into the English classroom in various instructional methods Picture books should be incorporated into the English classroom in various instructional methods

References Arnheim, R. (1969). Visual thinking. Los Angeles: University of California Press. Arnheim, R. (1969). Visual thinking. Los Angeles: University of California Press. Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press. Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press. Darigan, D. L., Tunnell, M. O., & Jacobs, J. S. (2002). Children’s literature: Engaging teachers and children in good books. Upper Saddle River, NJ: Pearson Education, Inc Darigan, D. L., Tunnell, M. O., & Jacobs, J. S. (2002). Children’s literature: Engaging teachers and children in good books. Upper Saddle River, NJ: Pearson Education, Inc Guthrie, J. T. (2001). Contexts for engagement and motivation in reading. Retrieved October 10, 2006 from Guthrie, J. T. (2001). Contexts for engagement and motivation in reading. Retrieved October 10, 2006 from Vacca, R. T. & Vacca, J.L. (2005). Content area reading: Literacy and learning acrossthe curriculum. Boston: Pearson Education, Inc. Vacca, R. T. & Vacca, J.L. (2005). Content area reading: Literacy and learning acrossthe curriculum. Boston: Pearson Education, Inc.