Academic Vocabulary, Background Knowledge, and Figurative Language in Graphic Novel Adaptations of Classics (Poster 25)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Research in Reading and Literacy Poster Session 1

Abstract

This research paper examines the academic vocabulary, figurative language, and background knowledge in nine young adult graphic novel adaptations of classics, aiming to assess their potential instructional use in literacy classrooms. Grounded in Vygotsky's theory of learning, the study compares these adaptations with the original texts to determine their linguistic rigor. Content analysis was used to catalog tier two and three vocabulary, instances of figurative language, and background knowledge required. Results reveal considerable variance in rigor among the graphic novels. Some successfully retained academic vocabulary and figurative language, while others demanded even additional background knowledge. This study highlights the importance of considering the linguistic value and readability of graphic novels. Further research on comprehension and instructional benefits is recommended.

Author

• Catherine Rand, West Windsor Plainsboro School District