Storyboards and Reading Comprehension of Literary Fiction in English

Main Article Content

José Mario Molina Naar

Abstract

This article reports on a study developed in order to help a group of six limited- proficient students of English (newcomers) to improve their reading comprehension of English novels by designing storyboards, a type of graphic organizer that condenses both images and scripts. The investigation was carried out in a public school in the state of North Carolina, United States, and lasted eight weeks. The following instruments were implemented in order to measure the impact of this investigation: two pre-tests and two posttests, a teacher’s journal, students’ portfolios, and the results of a reading benchmark. Data were analyzed using cross tabulation and coding of the data collected. The results revealed that storyboards can have a positive impact on English language learners with limited language proficiency.

Article Details

How to Cite
Molina Naar, J. M. (2013). Storyboards and Reading Comprehension of Literary Fiction in English. HOW, 20(1), 149–169. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/28
Section
Research Reports
Author Biography

José Mario Molina Naar, Universidad de La Sabana, Bogotá

José Mario Molina Naar is an English teacher. He holds a B.A. in Foreign Language Teaching from Universidad del Atlántico (Colombia) and an M.A. in TESOL from Greensboro College (North Carolina, United States). He currently works for the Department of Foreign Languages and Cultures at Universidad de La Sabana (Colombia).

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