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If a literary genre, such as graphic novels, is not going to be “on the test”, is there a place for them in the English language arts classroom? Are graphic novels better off used as supplementary “reading” or better yet, left for home reading? In this review of Research in the Classroom, we will examine the response to these questions from three diverse research studies. We will consider the advantages and hurdles teachers and students experience when reading and/or teaching graphic novels.



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