Sam interviewed Chris Wilson, an elementary teacher who uses graphic novels to improve students' reading skills and motivation. Wilson shared research showing that graphic novels help struggling readers and boost reading levels. His Hall of Heroes students at one school had higher reading scores and growth than other 4th graders. Parents also reported that their children read more, earned better grades, and talked about what they read thanks to the comic books and graphic novels. Sam concluded that comics can be educational and encourage kids to read more.
The document provides guidance for youth services librarians on how to be effective readers' advisors. It discusses classic elements of readers' advisory like genre, reading level, and plot. It also emphasizes the importance of reading widely, being enthusiastic, and having in-depth knowledge to provide recommendations. The document concludes with advice to read extensively so you can confidently recommend books in different genres.
This document provides an overview of a presentation about engaging tweens and teens as readers. It discusses research that identified factors that motivate young readers such as choosing their own books, access to classroom libraries, read-alouds, library visits, and meeting authors. It also outlines the TARGET framework to help guide readers which focuses on trust, access, response, guidance, and enthusiasm. The document emphasizes creating an engaging reading environment and matching books to readers' interests to help develop lifelong readers.
This document summarizes the key lessons and inspiration the author gained from reading the book "What I Wish I Knew When I Was 20". Some of the main lessons included working hard, being optimistic, and using failures as motivation to improve. The author shares her own story of persevering through failures in school to eventually qualify for the national mathematics team in the Philippines and compete internationally. She encourages readers to work hard to seize opportunities and make their lives more meaningful.
This document discusses the use of comics and graphic novels in schools. It begins by outlining past barriers to using comics in schools, such as perceptions that they are low-quality or inappropriate. The document then provides examples of age-appropriate comics for different grade levels, from pre-school to secondary/sixth form, as well as suggested related activities. It concludes by discussing digital comics and resources for using comics in educational settings.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary students include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can be displayed prominently and shelved in the 741.5 section or other areas depending on topic.
The document discusses how kids communication and entertainment has evolved over different eras from the 1980s to today. It summarizes that in the 1980s in the Soviet era, entertainment focused on innocent heroes who taught genuine kindness and naivety. In the 1990s, as Western influences came to post-Soviet countries, entertainment shifted to focus more on being cool, fun, and competitive. By the 2000s, the concept of parenting became seeing a child's development as a planned project, and kids entertainment increasingly focused on toys from movies and never-ending stimulation.
1. To be heroes to our children, we must choose to love them unconditionally through good times and bad, prioritizing our relationships over petty conflicts.
2. It is important to be self-aware of our weaknesses and imperfections so we can better understand our children and avoid unfairly projecting our own issues onto them.
3. By living purposeful lives of faith and choosing role models to emulate, both parents and children can overcome their shortcomings and become the kind of heroes that positively impact others.
The document discusses strategies for engaging teenage boys in reading. It notes that while boys often say they don't read, they actually do read things like newspapers, magazines on sports and video games. The document presents survey results showing girls read more for pleasure than boys. It explores what types of texts might appeal more to boys, such as graphic novels and nonfiction with images. It advocates bringing more male role models and a wider variety of texts into classrooms and libraries to better engage boys in reading.
21st Century Literary Genres by Calle Friesendarinjohn2
油
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
The document discusses strategies for engaging boys in reading. It notes that boys tend to prefer visual texts, nonfiction, comics/graphic novels, and genres like action and humor. Boys often view reading as less fun than other activities and value visual elements and quick plots. The document provides tips for selecting texts that appeal to boys' interests, such as fast-paced stories with relatable characters, visual elements, and series they can collect. It also recommends websites with books appealing to boys.
Using Cartoons, Comic Books and Graphic Novels in the Classroom Quinn Rollins
油
Some tips, tricks, and warnings about using Cartoons, Comic Books and Graphic Novels in the secondary classroom, featuring "American Born Chinese" by Gene Luen Yang.
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating ones message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
This document discusses the benefits of including graphic novels in school and public libraries to promote reading. It argues that graphic novels appeal to reluctant readers by combining images and text, attract new readers of all ages and skill levels, and have been shown to increase overall library circulation. While some concerns about inappropriate content can be valid, the document provides tips for selecting age-appropriate titles and responses to potential objections about graphic novels in libraries. The overall message is that graphic novels are a valuable addition to library collections for promoting reading.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary school libraries include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can provide a fun, lower stress format and build reading confidence without compromising literacy.
The document summarizes a book about the friendship of six teenage girls who create a website called Today's Girls. It discusses how the book portrays the girls confronting challenges of romance, school, and friendship in a modern world. It recommends reading the book because it provides an authentic perspective on teenage life today and can inspire reflection on relationships and values.
In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
Classroom Cataclysm: Or What Happens to "School" When Learners Become HeroesLucas Gillispie
油
The document discusses using the online game World of Warcraft as a model for redesigning education. It compares various aspects of a typical classroom to WoW such as resources, time, collaboration, differentiation, assessment, failure, engagement, and creativity. It then provides examples of how a middle school class was designed around WoW including quest-based assignments, experience points instead of grades, and student projects like character tweets and propaganda ads. The document encourages readers to consider using WoW in schools and provides tips for getting started.
eLearning Africa - What FunDza's learnt - May 2016Mignon Hardie
油
Presentation at eLearning Africa 2016 in Cairo about the lessons that FunDza has learned in growing a culture of reading amongst teens and young adults in South Africa. The presentation brings together key lessons from a number of studies conducted over the past five years to investigate the reading habits of readers, their motivations for reading for pleasure and the impacts of extended reading on their lives.
The document provides research on target audiences for young adult fiction, manga, comics, and digital art. It includes details on:
- The typical age range of 12-18 for young adult audiences, and genres like dystopian, paranormal, and contemporary fiction.
- Sales increases in young adult and manga markets in recent years.
- Popular manga genres like shonen, shoujo, slice of life, and psychological.
- Tips for writing young adult fiction, including using an age-appropriate perspective and addressing difficult topics hopefully.
- Methods for creating comics digitally through drawing or full digital workflows.
- Existing young adult properties and their treatment of serious themes.
The document proposes opening sequences for a teen film from four students:
1) Hassan proposes a POV shot introducing stereotypical school groups that ends with the main character's reflection changing from animated to real as the title appears.
2) Vaneesha proposes introducing stereotypical students and teachers and showing a fight between groups.
3) Rushik proposes showing two boys socializing and one explaining his life challenges.
4) Yannis proposes using props and slides without characters to avoid revealing the plot.
The document provides an analysis of existing comic book and graphic novel covers. Key points analyzed include colors used, character poses, backgrounds, fonts, costumes, props, and target audiences. Bright colors, cartoony styles, humor, and action are common across the covers. The analysis suggests including these elements to appeal to target audiences, which tend to be teenage males interested in sci-fi, superheroes, and humor. Character and story development are also important to connect readers emotionally.
The Question Answer Relationship: How to Enhance ComprehensionRosie Amstutz
油
The document discusses QAR (Question-Answer Relationship), a framework developed by Taffy Raphael to help students understand where to find answers to questions - either in the text or from their own background knowledge. QAR categorizes questions as either "Right There", where the answer is explicitly stated in the text, or "Think and Search", where students must synthesize information from different parts of the text. It is presented as a tool to enhance comprehension by showing students the relationship between questions and answers and helping them analyze, comprehend, and respond to concepts in text.
How the Legion of Superheroes Saved Me from a Life of CrimeCarl Mahlmann
油
The document is an essay arguing that comic books have educational and social value and should not be dismissed as entertainment only for children. It discusses how comic book heroes can teach positive values to children through their examples of morality, dedication, and perseverance. It also notes that comic books can inspire children to pursue careers in art, writing, and other fields by sparking their interest in reading and drawing. The essay uses the author's own experience being inspired by comic books to pursue a career in art as an example.
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
(1) A group of students at Defence Laboratories School conducted a survey that found most students spend their free time watching TV or playing games instead of reading. (2) The students proposed implementing a 50-minute "DEAR" (Drop Everything And Read) period each day where students and teachers would read silently. (3) They obtained books through donations, set up class libraries, and motivated students to read. (4) After starting the DEAR period, the percentage of students reading books increased significantly across all classes.
(1) A group of students at Defence Laboratories School conducted a survey that found most students spend their free time watching TV or playing games instead of reading. (2) The students proposed implementing a 50-minute "DEAR" (Drop Everything And Read) period each day where students and teachers would read silently. (3) They obtained books through donations, set up class libraries, and motivated students to read. (4) After starting the DEAR period, the percentage of students reading books increased significantly across all classes.
(1) A group of students at Defence Laboratories School conducted a survey that found most students spend their free time watching TV or playing games instead of reading. (2) The students created a "DEAR" (Drop Everything And Read) period, allocating 50 minutes each day for silent reading. (3) They collected book donations, set up class libraries, and motivated students to read. The school implemented the DEAR period, which increased students' interest in reading books.
The document discusses strategies for engaging teenage boys in reading. It notes that while boys often say they don't read, they actually do read things like newspapers, magazines on sports and video games. The document presents survey results showing girls read more for pleasure than boys. It explores what types of texts might appeal more to boys, such as graphic novels and nonfiction with images. It advocates bringing more male role models and a wider variety of texts into classrooms and libraries to better engage boys in reading.
21st Century Literary Genres by Calle Friesendarinjohn2
油
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
The document discusses strategies for engaging boys in reading. It notes that boys tend to prefer visual texts, nonfiction, comics/graphic novels, and genres like action and humor. Boys often view reading as less fun than other activities and value visual elements and quick plots. The document provides tips for selecting texts that appeal to boys' interests, such as fast-paced stories with relatable characters, visual elements, and series they can collect. It also recommends websites with books appealing to boys.
Using Cartoons, Comic Books and Graphic Novels in the Classroom Quinn Rollins
油
Some tips, tricks, and warnings about using Cartoons, Comic Books and Graphic Novels in the secondary classroom, featuring "American Born Chinese" by Gene Luen Yang.
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating ones message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
This document discusses the benefits of including graphic novels in school and public libraries to promote reading. It argues that graphic novels appeal to reluctant readers by combining images and text, attract new readers of all ages and skill levels, and have been shown to increase overall library circulation. While some concerns about inappropriate content can be valid, the document provides tips for selecting age-appropriate titles and responses to potential objections about graphic novels in libraries. The overall message is that graphic novels are a valuable addition to library collections for promoting reading.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary school libraries include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can provide a fun, lower stress format and build reading confidence without compromising literacy.
The document summarizes a book about the friendship of six teenage girls who create a website called Today's Girls. It discusses how the book portrays the girls confronting challenges of romance, school, and friendship in a modern world. It recommends reading the book because it provides an authentic perspective on teenage life today and can inspire reflection on relationships and values.
In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
Classroom Cataclysm: Or What Happens to "School" When Learners Become HeroesLucas Gillispie
油
The document discusses using the online game World of Warcraft as a model for redesigning education. It compares various aspects of a typical classroom to WoW such as resources, time, collaboration, differentiation, assessment, failure, engagement, and creativity. It then provides examples of how a middle school class was designed around WoW including quest-based assignments, experience points instead of grades, and student projects like character tweets and propaganda ads. The document encourages readers to consider using WoW in schools and provides tips for getting started.
eLearning Africa - What FunDza's learnt - May 2016Mignon Hardie
油
Presentation at eLearning Africa 2016 in Cairo about the lessons that FunDza has learned in growing a culture of reading amongst teens and young adults in South Africa. The presentation brings together key lessons from a number of studies conducted over the past five years to investigate the reading habits of readers, their motivations for reading for pleasure and the impacts of extended reading on their lives.
The document provides research on target audiences for young adult fiction, manga, comics, and digital art. It includes details on:
- The typical age range of 12-18 for young adult audiences, and genres like dystopian, paranormal, and contemporary fiction.
- Sales increases in young adult and manga markets in recent years.
- Popular manga genres like shonen, shoujo, slice of life, and psychological.
- Tips for writing young adult fiction, including using an age-appropriate perspective and addressing difficult topics hopefully.
- Methods for creating comics digitally through drawing or full digital workflows.
- Existing young adult properties and their treatment of serious themes.
The document proposes opening sequences for a teen film from four students:
1) Hassan proposes a POV shot introducing stereotypical school groups that ends with the main character's reflection changing from animated to real as the title appears.
2) Vaneesha proposes introducing stereotypical students and teachers and showing a fight between groups.
3) Rushik proposes showing two boys socializing and one explaining his life challenges.
4) Yannis proposes using props and slides without characters to avoid revealing the plot.
The document provides an analysis of existing comic book and graphic novel covers. Key points analyzed include colors used, character poses, backgrounds, fonts, costumes, props, and target audiences. Bright colors, cartoony styles, humor, and action are common across the covers. The analysis suggests including these elements to appeal to target audiences, which tend to be teenage males interested in sci-fi, superheroes, and humor. Character and story development are also important to connect readers emotionally.
The Question Answer Relationship: How to Enhance ComprehensionRosie Amstutz
油
The document discusses QAR (Question-Answer Relationship), a framework developed by Taffy Raphael to help students understand where to find answers to questions - either in the text or from their own background knowledge. QAR categorizes questions as either "Right There", where the answer is explicitly stated in the text, or "Think and Search", where students must synthesize information from different parts of the text. It is presented as a tool to enhance comprehension by showing students the relationship between questions and answers and helping them analyze, comprehend, and respond to concepts in text.
How the Legion of Superheroes Saved Me from a Life of CrimeCarl Mahlmann
油
The document is an essay arguing that comic books have educational and social value and should not be dismissed as entertainment only for children. It discusses how comic book heroes can teach positive values to children through their examples of morality, dedication, and perseverance. It also notes that comic books can inspire children to pursue careers in art, writing, and other fields by sparking their interest in reading and drawing. The essay uses the author's own experience being inspired by comic books to pursue a career in art as an example.
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
(1) A group of students at Defence Laboratories School conducted a survey that found most students spend their free time watching TV or playing games instead of reading. (2) The students proposed implementing a 50-minute "DEAR" (Drop Everything And Read) period each day where students and teachers would read silently. (3) They obtained books through donations, set up class libraries, and motivated students to read. (4) After starting the DEAR period, the percentage of students reading books increased significantly across all classes.
(1) A group of students at Defence Laboratories School conducted a survey that found most students spend their free time watching TV or playing games instead of reading. (2) The students proposed implementing a 50-minute "DEAR" (Drop Everything And Read) period each day where students and teachers would read silently. (3) They obtained books through donations, set up class libraries, and motivated students to read. (4) After starting the DEAR period, the percentage of students reading books increased significantly across all classes.
(1) A group of students at Defence Laboratories School conducted a survey that found most students spend their free time watching TV or playing games instead of reading. (2) The students created a "DEAR" (Drop Everything And Read) period, allocating 50 minutes each day for silent reading. (3) They collected book donations, set up class libraries, and motivated students to read. The school implemented the DEAR period, which increased students' interest in reading books.
Unit 1 Computer Hardware for Educational Computing.pptxRomaSmart1
油
Computers have revolutionized various sectors, including education, by enhancing learning experiences and making information more accessible. This presentation, "Computer Hardware for Educational Computing," introduces the fundamental aspects of computers, including their definition, characteristics, classification, and significance in the educational domain. Understanding these concepts helps educators and students leverage technology for more effective learning.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Chapter 1. Basic Concepts of Strategic Management.pdfRommel Regala
油
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
How to Setup WhatsApp in Odoo 17 - Odoo 際際滷sCeline George
油
Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
How to create security group category in Odoo 17Celine George
油
This slide will represent the creation of security group category in odoo 17. Security groups are essential for managing user access and permissions across different modules. Creating a security group category helps to organize related user groups and streamline permission settings within a specific module or functionality.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.
Managing expiration dates of products in odooCeline George
油
Odoo allows users to set expiration dates at both the product and batch levels, providing flexibility and accuracy. By using Odoo's expiration date management, companies can minimize waste, optimize stock rotation, and maintain high standards of product quality. The system allows users to set expiration dates at both the product and batch levels, providing flexibility and accuracy.
The Constitution, Government and Law making bodies .saanidhyapatel09
油
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nations legal framework.
The Constitution, Government and Law making bodies .saanidhyapatel09
油
Sams comic science_fair2012
4. My Research
I need an expert
in teaching
elementary
reading skills AND
comic books
I know a super
hero that can
help. You need to
talk to
Chris Wilson!
Did
somebody
say my
name?
www.graphicclassroom.org
5. Who are you?
Im an elementary teacher who
loves graphic novels and
comics. I help kids learn to
have fun reading ALL types of
books. I also help teachers
learn how to use graphics
novels to inspire their students
to read more.
6. So, Sam, how can I
help?
I wonder if
comics can
improve your
reading skills?
If kids choose what they read they will
read lots more than they used to and
comics are easier but more fun.
Everybody can translate the story
better if they can tell who's talking and
when theyre talking. Oh and yes they
will boost your reading skills and you
will want to read more literature books
and read longer.
7. How do comic
books help
kids read?
Some of civilizations first stories
were told through pictures. Its
part of being human. Do you know
what some of the oldest pictures
are?
You mean like cave
man art and
hieroglyphics in the
Egyptian pyramids?
Thats it!
8. Reading motivation increases with
choice. And kids choose comics. The
best part is that comics lead to reading
other forms of literature.
Look at what my Hall of
Heroes students did to
their reading scores
compared to the other 4th
graders at Mathews
Elementary School!
9. Procedure
I interviewed Mr. Chris Wilson on Skype. Mr. Wilson is a technology instructor at
Mathews Elementary in Nixa, Missouri. He also runs The Graphic Classroom blog and
the Hall of Heroes reading club for 4th graders.
Mr. Wilson shared his research about graphic novels and comics with me. He travels
around the country to talk to teachers about using comics in school. Hes also written
three books on literacy, or how people learn to read.
10. Beginning of Year
Scholastic Reading Inventory
% STUDENTS BY READING LEVEL
60%
50% 48%
43%
40%
30%
Hall of Heroes
23% All Other Grade 4
20%
16% 15%
13% 13%
10%
0%
0%
% STUDENTS BELOW BASIC % STUDENTS BASIC (2) % STUDENTS PROFICIENT % STUDENTS ADVANCED
(1) (3) (4)
All 5 BB students were in HOH
From Chris Wilson, Hall of Heroes Presentation
11. Middle of Year
Scholastic Reading Inventory
60%
50%
50%
40% 38%
30% Hall of Heroes
23% 25% All Other Grade 4
20%
20%
10%
9%
7%
1%
0%
% STUDENTS BELOW BASIC % STUDENTS BASIC % STUDENTS PROFICIENT % STUDENTS ADVANCED
Our only BR students (2) gained
3 of those 5 BB students moved up 450 points EACH in 1 semester
From Chris Wilson, Hall of Heroes Presentation
12. GROWTH DATA
AVERAGE SCHOLASTIC READING INVENTORY GROWTH
90.00
80.00 78.28
70.00 65.16
60.00
50.00
40.00
30.00
20.00
10.00
0.00
Hall of Heroes All Other Grade 4
From Chris Wilson, Hall of Heroes Presentation
13. WHAT PARENTS
SAY
This year he made straight "A's" for THE FIRST TIME EVER!
My child loves to read now. Before he would check out a book and
put it down but now he has turned into a BOOK WORM. I love it!
My child always comes home and TALKS about what he has read
and learned.
There are many days where he would rather read a book or comic
INSTEAD of playing video games or watching television.
Hall of heroes was the additional push for my son to read more on
HIS OWN because HE WANTED TO, not because it was required.
Assisted in INCREASING HIS READING GRADE LEVELS.
From Chris Wilson, Hall of Heroes Presentation
14. Results and
Conclusion
I learned that comics are can be
educational.
I thought, at first, that comics
were not very good for your
brain. Now I know that comics
ARE good to read and they
encourage kids to read other
types of books.
Kids are more likely to read if
the teacher lets them pick the
book and the type of book.
Just like movies, you have to
pick comic books that are
appropriate for your age.
15. Results and
Conclusion
My favorite comics and
graphic novels are:
Bone, Meanwhile, the
strips in the Boy Scout
magazine and Diary of a
Wimpy Kid
Thats great, Sam. I
like Bone, too.
It was written for
adults, but its a kid
favorite!
16. Results and
Conclusion
I think comics will
help kids want to
read more, Mr.
Wilson.
Sam, I think
youve got it. Tell
your teachers Id
be happy to talk
with them, too.
17. References
Heres all the stuff I used
for my project:
Skype Interview with Mr. Chris Wilson, educator and
editor-in-geek, TheGraphicClassroom.org
March 2012 (summarized).
A Causal Comparative Study of Students Reading
Motivation After Reading Comings in the
Classroom, Jack C. Wilson, Childhood Education and
Family Studies, Missouri State University, May 2009
Cartoons of Mr. Chris Wilson from
http://www.graphicclassroom.org/
Hall of Heroes Study data, charts and results from
Mr. Chris Wilsons Hall of Heroes PowerPoint
Presentation.