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Adolescents who struggle with reading and writing are often grouped in remedial classes and spend countless hours with worksheets and paraprofessionals. The focus of many intervention programs is basic skills, such as decoding. But as Gallego and Hollingsworth remind us, these intervention programs fail to recognize the multiple literacies that the students possess. Using popular culture builds on students' multiple literacies (Alvermann, Moon, and Hagood 3), as we found when we employed alternative genres such as graphic novels, manga, and anime. Students used these and other forms of popular culture, including the Internet and teen maganizes, to enhance their creation of an illustrated story.

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In English learning, reading and writing among the four basic English skills are usually more difficult for juvenile. Once they encounter this with difficulty, they are grouped in remedial classes, spending countless hours drilling in worksheet and exercises. Yet as Gallego and Hollingsworth stated, these interference programs fall down on recognizing the multiple literacies that the students possess . It is imperative to use popular culture to establish juveniles' multiple literacies (Alvermann, Moon, and Hagood, 1999). And here picture storybooks and graphic novels are the best examples to enrich their literal scope.

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In an increasingly visual culture, literacy educators can profit from the use of graphic novels in the classroom, especially for young adults. The term graphic novel includes fiction as well as nonfiction text with pictures--"comics" in book format. That such works are being taken seriously is reflected in an issue of The New York Times Book Review (Eggers, 2000), which included a review of four graphic novels, and the novel The Amazing Advantures of Kavalier and Clay (Chabon, 2000) about two comics creators, which was also a Pulitzer Prize winner. Moreover, librarians have become strong supporters of graphic novels (See, for example, Bruggeman, 1997; DeCandido, 1990; Kan, 1994)

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In the last decade, graphic novels have been so popular with middle and high school students in the United States, and beginning written for elementary-grade students. With this flourshing visual culture, literacy instructors can benefit from using graphic novels as reading prompts in the classroom, especially for young adults. According to Wikipedia, graphic novel is a long-form work in the comics form, usually with lengthy and complex storylines, and often aimed at mature audience.

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Even though literacy is becoming more and more necessary, for basic survival, illiteracy rates are on the rise in the United States (Chard, Simmons, & Kameenui, 1995; Snow, Burns, & Griffin, 1998). Reading problems usually begin in the very early stages of reading acquisition, and once they begin, they are rarely overcome (Juel, 1988, 1991; Snow et al., 1998). Therefore, it is critical that children who experiece so much difficulty learning to read that they will eventually be identified as learning disabled, a catogory in special education that has grown steadily since the passage of the Education for All Handicapped Children Act of 1975 (U.S. Department of Education, 2002).

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Literacy has been becoming more and more essential as a basic surviving tool for people. However, according to Chard, Simmons, & Kameenui, 1995; Snow, Burns, & Griffin, 1998, illiteracy rates eventually rise higher and higher in the United States. Educators and parents should take this phenomenon into account. As Juel, 1988, 1991; Snow et al., 1998 stated, reading problems of children usually begin in a very early stages, and once they begin, they are hardly ever go through it. Hence, it is possible and critical that pupils who experience difficulty in learning to read that they will be identified as learning disabled, sooner or later.