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https://ptsldigital.ukm.my/jspui/handle/123456789/497878Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Zalina Mohd. Lazim, Dr. | - |
| dc.contributor.author | Suriani Mohd Yusof (P79992) | - |
| dc.date.accessioned | 2023-10-13T08:13:37Z | - |
| dc.date.available | 2023-10-13T08:13:37Z | - |
| dc.date.issued | 2021-04-18 | - |
| dc.identifier.other | ukmvital:127447 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497878 | - |
| dc.description | 21st century texts have become more multimodal than before; hence, readers need to adopt new skills and strategies so as to be able to read, interpret and make sense of these texts. The teaching of English at primary schools in Malaysia today involves the use of graphic novels - a form of multimodal text - particularly in teaching contemporary literary texts. Understanding how pupils comprehend the combination of written language (i.e., verbal) and visual images in graphic novels can offer valuable insights into the process. Therefore, the main aim of this research is to investigate the patterns of visual behaviour of Year Five good and poor readers (N=49), when reading and answering questions on selected graphic novels using the eye tracking method. Through qualitative analysis of readers' gaze plot and heat maps as well as through Independent sample t-tests and Point-Biserial Correlation Coefficient tests on the participants' fixation duration, this study compared how pupils with high and low reading abilities read and understand texts. The online eye tracking data were complemented with an offline questionnaire and were analysed using Rasch Model to determine the features of graphic novels that aided comprehension. The discussion of the findings was guided by three theoretical substances namely Dual Coding Theory, Grammar of Visual Design, and Transactional Theory of Reading. The overall results indicate that the participants, irrespective of their reading ability, had difficulty to follow the storyline when the panels were not arranged in a smooth row or column. Although the majority of the participants read from left-to-right and downward order, more attention was given to the verbal elements compared to the visual features, which were overlooked when navigating the stimuli. Good readers were more strategic when trying to find the answers to the reading comprehension questions. They spent relatively more time on pertinent segments from both the verbal and the visual elements and they fixated on the keywords in the question as guidance. The results from this study highlight the educational implication that the skills needed to interpret the combination of images and words should be explicitly taught to young readers to assist comprehension,Ph.D | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | Reading -- Eye movement | - |
| dc.subject | Graphic novel -- Reading | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Investigating the eye movement behaviour in reading and comprehending graphic novels | - |
| dc.type | Theses | - |
| dc.format.pages | 308 | - |
| dc.identifier.barcode | 006512(2021) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_127447+SOURCE1+SOURCE1.0.PDF Restricted Access | 16.68 MB | Adobe PDF |  View/Open |
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