Reading ability at the Swedish upper secondary school is decreasing for second language learners and the number of students reading literary texts is also declining. Our aim with this paper is to examine if reading fiction in an English as a Second language classroom at an upper secondary level can enhance students’ reading comprehension using in-depth strategies. This paper presents findings from several studies on fiction, in-depth strategies, and reading comprehension in upper secondary education. We have used research regarding learning English as a Second language (ESL), English as a Foreign Language (EFL), and English as a Native Language (ENL). In terms of fiction, we have chosen to examine textual fiction, novels, short stories, poems, and graphic novels. Furthermore, we will investigate whether graphic novels are better tools for enhancing reading comprehension. Our results show that using in-depth strategies and textual fiction in an upper secondary context enhances students’ reading comprehension. We also found that graphic novels enhance reading comprehension and are thus a viable tool for reading comprehension in the classroom context. However, we did not find sufficient evidence supporting the claim that graphic novels are a more effective tool than textual fiction overall.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-49872 |
| Date | January 2022 |
| Creators | Lindkvist, Oscar, Lindeberg, Daniel |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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