One of the advantages of using graphic novels to

depth class discussion or research on these topics (Schwarz, 2002a). One of the
advantages of using graphic novels to bring critical thinking into the classroom is that
they are often shorter and quicker to read than other texts. In a case example, a class of
college students read a three page graphic novel by John Callahan that provoked
discussions for two entire class periods (Versaci, 2001).
Graphic novels are especially important in promoting ideas of visual literacy and
accommodating students who might be classified as visual learners. Students begin
reading by using picture books. At a certain age/grade, this becomes considered
inappropriate, and students move to text-only literature. Graphic novels can bridge this
gap, an essential transition for some students (Gorman, 2003). The combination of
images and words work together to increase comprehension (Little, 2005). According to
Spiegelman, sequential comics allow the reader to gain a great deal of information by just
looking at the page (Goldsmith, 2002). This is not to say the text is unimportant, but for

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some readers, this visual scaffold is the best way to understand the concepts the author is
presenting. Not only do these images make comprehension easier, they also add depth
that might be lost through text alone. In their article Finding space and time for the visual
in K-12 literacy instruction, Hassett and Schieble (2007) discuss scenes from Marjane
Satrapi’s novel Persepolis , in which the shading of the main character’s face provides
information about tone and mood at a much deeper level than the accompanying text.
In addition to aiding visual learners, graphic novels have been touted as being a
beneficial tool for reluctant or struggling readers (possibly because many of these
students are visual learners). Again, because graphic novels often are of interest to young
readers, this alone can benefit reluctant readers. After years of struggling, these students
may not be inclined to want to read, however, if they are interested in a text, it will
improve the chances they will pick up a book and start reading. Many adults who read
graphic novels were once reluctant readers, and graphic novels have been termed a
'gateway' into traditional literature (Goldsmith, 2002). Bone author, Jeff Smith states,
“comics taught me to read” (Gorman, 2003, p. ix). Some reluctant readers may not be
able to detect certain literary elements such as tone, mood, theme and foreshadowing
from text alone. However, the images in graphic novels provide these elements at a level
easier to reach for many readers (Beers et al., 2007). According to novelist Art
Spiegelman, young comic book readers may be able to understand 60-70% of a story by
just using images alone (Gorman, 2003). Additionally, the text format of many graphic
novels using text bubbles and short sentences may be easier to read and less daunting for
struggling readers (Little, 2005). In a specific case study, one teacher used graphic novels
and comics to teach her English class about transcendentalism. She found the students

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who were struggling most in her class improved in both achievement and overall
understanding at the end of the unit. And perhaps more importantly, her entire class