Abstract
The present study pursues the following objectives: (1) to investigate whether graphic novels significantly improve students' reading comprehension compared with textual novels; (2) to investigate the effect of simple textual novels and simple graphic novels on verbal and visual learners' reading comprehension; and (3) to investigate the effect of difficult textual novels and difficult graphic novels on verbal and visual learners' reading comprehension. A total of 60 year 5 primary school students in the north-east region of Penang, Malaysia, were selected as a sample for this study. Students were grouped into visual (28) or verbal (32) learners. A one-way ANCOVA and a repeated-measures t-test were used to analyse the students' reading comprehension scores. Results indicated the use of graphic novels for improving students' reading comprehension as effective mainly for visual learners. It is recommended that textual novels be integrated in the school curriculum, and graphic novels used for specific occasions.
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