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comics, graphic novels, early readers
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From: Jonathan Hunt <jhunt24>
Date: Fri, 05 Oct 2001 15:17:59
I teach fifth graders and do buy both comics for my classroom, although not in large volume. I have comics ranging from TIN TIN to newly reissued DC and Marvel collections. (I can't wait for NEW TEEN TITANS to make it to paperback as this was my own personal favorite childhood series.) I have CAPTAIN UNDERPANTS. I have graphic novels such as SPRING-HEELED JACK by Philip Pullman and CITY OF LIGHT, CITY OF DARK by Avi. I also have a darling early reader, TALES FOR THE PERFECT CHILD by Florence Parry Heide, that my students and I just love because it is so subversive. THE SHRINKING OF TREEHORN by the same author is also pretty good. And I'd also like to put in a good word for the graphic-heavy REGARDING THE FOUNTAIN, LETTERS FROM CAMP, and TRIAL BY JOURNAL by Kate Klise, illustrated by Sarah Klise.
I also like to see illustrations in middle grade novels whether it is chapter heading illustrations such as the HARRY POTTER books, illustrations that interrupt the text such as Quentin Blake's illustration for Roald Dahl and THE REAL THIEF and DOMINIC by William Steig, or illustrations inserted between the text such as FRINDLE by Andrew Clements or CLOCKWORK by Philip Pullman. I would also like to see bigger type and more space between lines.
I do not teach newly independent readers, but many of my students still struggle with reading, and I cannot under-emphasize the psychology of page-turning for these students, the feeling of success it can give them. I had one student approach me with a book she was enjoying, but told me it took her five minutes to read each page. She discontinued the book not because the story was bad, not because the vocabulary was too difficult, not because it was too hard too understand, but rather because the design elements led her to feel unsuccessful as she was reading the book.
I know I have wandered far and wide from the topic, but I guess what I am trying to say is that just as there is still value in picture books for older readers, there is also value in the best of these transitional books. Or, at the very least, there is still value in the design elements--white space, graphics, line spacing, font size-?yond transitional books. Middle grade novels and--gasp!--young adult novels would do well to pay attention.
Jonathan
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Received on Fri 05 Oct 2001 03:17:59 PM CDT
Date: Fri, 05 Oct 2001 15:17:59
I teach fifth graders and do buy both comics for my classroom, although not in large volume. I have comics ranging from TIN TIN to newly reissued DC and Marvel collections. (I can't wait for NEW TEEN TITANS to make it to paperback as this was my own personal favorite childhood series.) I have CAPTAIN UNDERPANTS. I have graphic novels such as SPRING-HEELED JACK by Philip Pullman and CITY OF LIGHT, CITY OF DARK by Avi. I also have a darling early reader, TALES FOR THE PERFECT CHILD by Florence Parry Heide, that my students and I just love because it is so subversive. THE SHRINKING OF TREEHORN by the same author is also pretty good. And I'd also like to put in a good word for the graphic-heavy REGARDING THE FOUNTAIN, LETTERS FROM CAMP, and TRIAL BY JOURNAL by Kate Klise, illustrated by Sarah Klise.
I also like to see illustrations in middle grade novels whether it is chapter heading illustrations such as the HARRY POTTER books, illustrations that interrupt the text such as Quentin Blake's illustration for Roald Dahl and THE REAL THIEF and DOMINIC by William Steig, or illustrations inserted between the text such as FRINDLE by Andrew Clements or CLOCKWORK by Philip Pullman. I would also like to see bigger type and more space between lines.
I do not teach newly independent readers, but many of my students still struggle with reading, and I cannot under-emphasize the psychology of page-turning for these students, the feeling of success it can give them. I had one student approach me with a book she was enjoying, but told me it took her five minutes to read each page. She discontinued the book not because the story was bad, not because the vocabulary was too difficult, not because it was too hard too understand, but rather because the design elements led her to feel unsuccessful as she was reading the book.
I know I have wandered far and wide from the topic, but I guess what I am trying to say is that just as there is still value in picture books for older readers, there is also value in the best of these transitional books. Or, at the very least, there is still value in the design elements--white space, graphics, line spacing, font size-?yond transitional books. Middle grade novels and--gasp!--young adult novels would do well to pay attention.
Jonathan
_________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp
Received on Fri 05 Oct 2001 03:17:59 PM CDT
