Original Paragraph
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.

Paraphrased Paragraph
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.

Original Paragraph
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)

Paraphrased Paragraph
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.

Original Paragraph
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).

Paraphrased Paragraph
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.

The Topic Outline

Topic: In the Future, Using Graphic Novels as Alternative Reading Prompts to 11-to-13-year olds in Taiwan

I. Abstract
The purpose of this study aims at discussing an alternative way of using graphic novels to teach reading in English to 11-to-13-year olds in Taiwan.
Due to the immaturity and inexperience of the development of graphic novels in Taiwan, here in this study, the researcher will apply prevailing experience on picture storybook instruction in Taiwan to teaching reading in English, using graphic novels as reading prompts for this two genres are somehow similar among the format, content, and characteristics.
To achieve the purpose of this study, the way of data collection will focus on interview and mainly on documentary analysis.
Hoping to provide a practicable instructional proposal to the field of teaching reading in English in Taiwan, the researcher will refer to graphic novels in circulation in the United States, compare it with the curriculum activities of picture storybook instruction in Taiwan, and put two experienced instructors' opinion in the proposal.

Key words: graphic novel, 11-to-13-year olds, picture storybook instruction

II. Introduction
According to Juel, 1988, 1991; Snow. et al., 1998, reading problems usually begin in the very early stages of reading acquisition, and once they begin, they are rarely overcome. Therefore, it is important that students who experience difficulty learning to read or who are likely to experience difficulty learning to read receive assistance as soon as possible (Snow et al., 1998).
Experienced instructors resist the temptation to focus on remedial skills instruction and instead use popular culture and media afford them a space to provide students with instruction on the craft and mechanic of reading and writing (Nancy & Douglas, 2004).
In this condition, providing an alternative reading prompts goes to the heart of a good reading teacher. Leonardo da Vinci once said, “I urge those who want to express the outshape and the integrant of human with written language to give up the thought for the more details you depict, the more restrictions on reader's mind.” By interpreting and considering his words, nonverbal means of expression is better then verbal ones. To apply da Vinci’s quotes into instruction, that is what a great many operate in pedagogical field; instructors provide pictures to have students associate the words with the realia. It is desirable that students make a direct association between the taught language and meaning.
However, in order to pass on complete and continuing instructional content, providing pictures alone is not informative to students. Affording realia which increases students’ understanding and insight into the topic at hand is more imperative.
Graphic novels and picture storybooks are two genres which are fruitful in teaching reading in English.
Following the researcher will give a clear explanation of the study motive, purpose, important relating nones, the range of the study, and the conclusion of the study.

A. Study Motive
Since English ability has turned out to be the necessary in this society, learning English becomes the mainstream for people in Taiwan, especially students in early ages. A great many consider that the earlier the greater for students to exposure under the whole English environment.
However, with this imperfect and contentious point of view, double-peak phenomenon has arisen in students' English ability-for those who study English well, they really get to learn a lot, conversely, those who study less will usually end up learning nothing-especially at high-grade students. Therefore, how can the instructors re-build low-achievement students' interest in learning English, and at the same time think in terms of those who are at the top of the class is the crux of the matter.
In English learning, reading and writing among the four basic English skills are usually more difficult for juvenile. Once they encounter this, they are grouped in remedial classes, spending countless hours drilling in worksheet and exercises. Yet as Gallego and Hollingsworth remind us, these intervention programs fail to recognize the multiple literacies that the students possess (Nancy & Douglas, 2004). It is imperative to use popular culture to build on students' multiple literacies (Alvermann, Moon, and Hagood, 1999). And here picture storybooks and graphic novels are the best examples which the researcher is going to delve into for they are novel to most instructors, particularly graphic novels.

B. The purpose of this study
There are four purposes to achieve for this study:
1. To delve into graphic novels/graphic novel instruction in circulation in the United States, and picture storybook/picture storybook instruction in circulation in Taiwan.
2. To reorganize these two genres' similarity and differences among the format, content, and characteristics.
3. To combine these two genres' pedagogical curriculum gist into a new instructional guidance for instructors in teaching reading in English.
4. To discuss how the instructors in Taiwan apply prevailing experience on picture storybook instruction to teaching reading in English, using graphic novels as reading prompts.

C. Definition of the Terms
1. Graphic Organizer
In graphic novels, people use lots of graphic organizers to have the readers comprehend the plot more clearly. In order to have a better understanding of graphic organizer, first to comprehend the word "graphic" is a must. According to Longman Dictionary of Contemporary English (English-Chinese), "graphic" means a very clear description of an event that gives a lot of details or a tool of constructing knowledge and organizing information.
We may infer from the explanation above that the function of graphic organizer is to change the disjointed information into a structured, simple-to-read, and simple-to understand manner. In educational field, a graphic organizer is an instructional tool used in writing and reading, illustrated a student or class's prior knowledge about a topic or section of text (North Central Regional Educational Library) . Since it gives students an increased understanding and insight into the topic at hand, graphic organizers also direct at concept maps, entity relationship charts, and mind maps.

2. Graphic Novels
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 audiences. The advantages of using graphic novel across the curriculum are as following (Gretchen, 2002):
a. Graphic novels offer value, variety, and a new medium for literacy that
acknowledges the impact of visuals.
b. Graphic novels may inspire writing assignment.
c. Social studies is the area in which graphic novel brings new life beyond bland textbooks.
d. In any subject area, studying a graphic novel can bring media literacy into the curriculums as students examine the medium itself.
e. Lavin (1998) suggested that reading graphic novels may require more complex cognitive skills than the reading of text alone.

3. Graphic Novel Instruction
Using a think-aloud technique (Oster 65)

4. Picture Storybooks
Picture storybook is a book in which a story is told through both the words and pictures. Text and illustration occur with equal frequency in these books. (Carol & Carl, 2005)
5. Picture Storybook Instruction

Using a read-aloud technique (Barrentine, 1996)

D. Study Scope
1. Students at High Grade or above

III. Literature Review and Status Analysis
In the last decade, graphic novels have been so popular with middle and high school students in the United States. These novel-length books feature text written in speech bubbles or as captions in comic book-like illustrations (Carol & Carl, 2005). And reluctant readers especially enjoy having these books as a reading option (Carol & Carl, 2005). This is the excellent opportunity with which Taiwanese instructors to consult and re-view the educational field in English reading. Along with the score distribution of elementary-grades, the numbers of student who are under 100 occupy thirty percent, and those who are under 88 occupy twenty five percent, particularly in English and mathematics. This states the fact that the proportion of underachievement does not decrease after the Grade 1-9 Curriculums, but increase.
Yet, the instructors need not feel upset of those underachievement since everyone’s learning speed differs from one another. What far more important is teaching knowledge with students’ cognitive development may help the instructors diminish the instructional burden. From educational point of view, cognitive development is the most important layer in psychological development. Thus, the instructors pay much attention to “knowledge” instruction. If the instructors want to teach students the knowledge, they ought to first understand how they learn the knowledge; and if they want to teach students to think, they must firstly understand their thinking process. Jean Piaget concludes that children in 7~11 or above 11 are in concrete operational stage and in formal operational stage. To compare Piaget's cognitive-developmental theory with development of cognitive representation announced by Professor Bruner, in Harvard University, it is not hard to find out that students of elementary-grade or above it are in iconic representation and symbolic representation. In other words, the instructors are encouraged to use lots of pictures to facilitate their teaching. Since 7- to 11-year olds are able to read and are encourage reading books with plenty illustration, graphic novels may introduce them to literature they might never encounter. Thus, spending countless hours drilling in worksheet and exercises is no longer the only way. And the students and instructors no longer need not struggle with reading and writing in miserable and unwilling mood.
Since children in these stages can acquire knowledge by pictures, shapes or memories to object perception which stays in their mental image, and even they utilize symbol and language in literature to pursue their knowledge, providing graphic novels for juvenile to read timely is quite imperative for children who have had benefit of a rich literature experience will become fluent and willing readers (Carol & Carl, 2005).

A. Graphic Novels/Graphic Novel Instruction in Circulation in the United States

B. Picture Storybooks/Picture Storybook Instruction in Circulation in Taiwan

C. The Comparison and Contrast of Graphic Novels and Picture Storybooks among Format, Content, and Characteristics

D. Children Reading Behavior

IV. Research Methodology
The researcher will have interview with two instructors, who have had the experiences of teaching in English and Chinese over five years.

A. Interviewee
1. Participants
2. Instrument
3. The way of data collection
B. Documentary analysis

V. Result and Discussion
A. In The Future, How Do Instructors in Taiwan Apply Picture Storybook Instruction to Teach Reading in English, using Graphic Novels as reading prompts.

VI. Conclusion

VII. Reference
Alvermann, D. E., Jennifer, S. M., & Margaret, C. H. (1999). Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy. Newark: Internal. Reading Assn. & Natl. Reading Conf.
Barrentine, S. J. (1996). Engaging with reading through interactive read-aloud. The Reading Teacher, 50, 36-43.
Carol, L. B., & Carl, M. T. (2005). Essentials of CHILDREN'S LITERATURE (Rev. 5th ed.) The United States of America: Boston.
Gretchen, E. S. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy, Vol. 46.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447.
Lavin, M. R. (1998). Comic books and graphic novels for libraries: What to buy. Serials Review, 24(2), 31-46.
Nancy F., & Douglas F. (2004). Using Graphic Novels, Anime, and the Internet in an Urban High School. English Journal, Vol. 93, No. 3.
Oster & Leslie. (2001). "Using the Think-Aloud for Reading Instruction." The Reading Teacher 55.1: 64-69.
VII. Appendix

The Topic Outline (to be continue......)

Topic: In the Future, Using Graphic Novels as Reading Prompts to 11-to-13-year olds in Taiwan

I. Abstract

The purpose of this study aims at discussing an alternative way of using graphic novels to teach reading in English to 11-to-13-year olds in Taiwan.

Due to the immaturity and inexperience of the development of graphic novels in Taiwan, here in this study, the researcher will apply prevailing experience on picture storybook instruction in Taiwan to teaching reading in English, using graphic novels as reading prompts for this two genres are somehow similar among the format, content, and characteristics.

To achieve the purpose of this study, the way of data collection will focus on interview and mainly on documentary anaylsis.

Hoping to provide a practicable instructional proposal to the field of teaching reading in English in Taiwan, the researcher will refer to graphic novels in circulation in the United States, compare it with the curriculum activities of picture storybook instruction in Taiwan, and put two experienced instrutors' opinion in the proposal.

Key words: graphic novel, 11-to-13-year olds, picture storybook instruction

II. Introduction

According to Juel, 1988, 1991; Snow., 1998, reading problems usually begin in the very early stages of reading acquisition, and once they begin, they are rarely overcome. Therefore, it is critical that students who experience difficulty learning to read or who are likely to experience difficulty learning to read receive assistance as soon as possible (Snow et al., 1998). As a good reading teacher,

"I urge those who want to express the outshape and the integrant of human with written language to give up the thought for the more details you depict, the more restrictions on reader's mind," said Leonardo da Vinci.

A. Study Motive

Since English ability has turned out to be the necessary in this society, learning English becomes the mainstream for people in Taiwan, especially students in early ages. A great many consider that the earlier the greater for students to exposure under the whole English environment. However, with this imperfect and contentious point of veiw, double-peak phenomenon has arisen in students' English aility-for those who study English well, they really get to learn a lot, conversely, those who study less will usually end up learning nothing-especially at high-grade students. Therefore, how can the instructors re-build low-achievement students' interest in learning English, and at the same time think in terms of those who are at the top of the class is the crux of the matter.

In English learning, reading and writing among the four basic English skills are usually more difficult for juvenile. Once they encounter this, they are grouped in remedial classess, spending countless hours drilling in worksheet and exercises. Yet as Gallego and Hollingsworth remind us, these intervention programs fail to recognize the multiple literacies that the students possess (Nancy & Douglas, 2004). It is imperative to use popular culture to build on students' multiple literacies (Alvermann, Moon, and Hagood, 1999). And here picture storybooks and graphic novels are the best examples which the researcher is going to delve into for they are novel to most instructors, particularly graphic novels.

B. The purpose of this study

There are four purposes to achieve for this study:

1. To delve into graphic novels/graphic novel instruction in circulation in the United States, and picture storybook/picture storybook instruction in circulation in Taiwan.

2. To reorganize these two genres' similarity and differences among the format, content, and characteristics.

3. To combine these two genres' pedagogical curriculum gist into a new instructional guidence for instructors in teaching reading in English.

4. To discuss how the instructors in Taiwan apply prevailing experience on picture storybook instruction to teaching reading in English, using graphic novels as reading prompts.

C. Definition of The Terms

1. Graphic Organzier

In graphic novels, people use lots of graphic organizers to have the readers comprehend the plot more clearly. In order to have a better understanding of graphic organizer, first to comprehend the word "graphic" is a must. According to Longman Dictionary of Contemporary English (English-Chinese), "graphic" means a very clear description of an event that gives a lot of details or a tool of constructing knowledge and organizing information. We may infer from the explanation above that the function of graphic organizer is to change the disjointed information into a structured, simple-to-read, and simple-to understand manner. In educational field, a graphic organizer is an instructional tool used in writing and reading, illustrated a student or class's prior knowledge about a topic or section of text (North Central Regional Educational Library) . Since it gives students an increased understanding and insight into the topic at hand, graphic organizers also direct at concept maps, entity relationship charts, and mind maps.

2. Graphic Novels

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 audiences. The advantages of using graphic novel across the curriculum are as following (Gretchen, 2002) :

a. Graphic novels offer value, variety, and a new medium for literacy taht acknowledges the impact of visuals.

b. Graphic novels may inspire writing assignment.

c. Social studies is the area in which graphic novel brings new life beyond bland textbooks.

d. In any subject area, studying a graphic novel can bring media literacy into the curriculum as students examine the medium itself.

e. Lavin (1998) suggested that reading graphic novels may require more complex cognitive skills than the reading of text alone.

3. Graphic Novel Instruction

Using a think-aloud technique (Oster 65)

4.. Picture Storybooks

Picture storybook is a book in which a story is told through both the words and pictures. Text and illustration occur with equal frequency in these books. (Carol & Carl, 2005)

5. Picture Storybook Instruction

Using a read-aloud technique (Barrentine, 1996)

D. Study Scope

1. Students at High Grade or above

III. Literature Review and Status Analysis

In the last decade, graphic novels have been so popular with middle and high school students in the United States. These novel-length books feature text written in speech bubbles or as captions in comic book-like illustrations (Carol & Carl, 2005). And reluctant readers expecially enjoy having these books as a reading option (Carol & Carl, 2005). This is the excellent opportunity with which Taiwanese intructors to consult and re-view the educational field in English. Along with the score distribution, the numbers of student who are under 100 occupy three percent, and those who are under 88 occupy twenty five percent, particularly in English and mathematics . This againg states the fact that the proportion of underachievement does not decrease after the Grade 1-9 Curriculum.

Jean Piaget, after his long-time observation, children in 7~11 or above 11 are in concrete operational stage and in formal operational stage. To apply Piaget's cognitive-developmental theory to development of cognitive representation announced by Professor Bruner, in Harvor University, we may find out that children of elementary-grade or above it are in iconic representation and symbolic representation. In other words, 7- to 11-year-olds are able to read and are encourage to read graphic novels for they are ready for the great variety of literature that awaits them. Since children in these stages can acquire konwledge by pictures, shapes or memories to object perception which stays in their mental image, and even they utilize symbol and language in literature to pursue their knowledge.

Hence, providing graphic novels for juvenile to read timely is quite imperative for children who have had the benefit of a rich literature experience will become fluent and willing readers. (Carol & Carl, 2005)

A. Graphic Novels in Circulation in the United States

B. Picture Storybooks in Circulation in Taiwan

C. The Comparison and Contrast of Graphic Novels and Picture Storybooks among Formate, Content, and Characteristics

D. Children Reading Behavior

IV. Research Method

A. Interviewee

1. Participant

2. Instrument

3. The way of data collection

B. Documentary Analysis

V. Result and Discussion

A. In The Future, How Do Instructors in Taiwan Apply Picture Storybook Instruction To Teach Reading in English, using Graphic Novels as reading prompts.

VI. Conclusion

VII. Reference

Alvermann, D. E., Jennifer, S. M., & Margaret, C. H. (1999). Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy. Newark: Internatl. Reading Assn. & Natl. Reading Conf.

Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50, 36-43.

Carol, L. B., & Carl , M. T. (2005). Essentials of CHILDREN'S LITERATURE (Rev. 5th ed.) The United States of America: Boston.

Gretchen, E. S. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy, Vol . 46 .

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children fromfirst through fourth grades. Journal of Educational Psychology, 80(4), 437-447.

Lavin, M. R. (1998). Comic books and graphic novels for libraries: What to buy. Serials Review, 24(2), 31-46.

Nancy F., & Douglas F.(2004). Using Graphic Novels, Anime, and the Internet in an Urban High School. English Journal , Vol . 93 , No . 3.

Oster & Leslie. (2001). "Using the Think-Aloud for Reading Instruction." The Reading Teacher 55.1: 64-69.

VII. Appendix

Comparison and Contrast between Comic Book and Graphic Novel
(you might think that graphic novel is just like comic book, but actually, they are different.)
*Comic Book
- short-term form
- always for entertainment
- not much of them has storytelling medium
- language content is usually easy to read
- popular with people in different ages
*Graphic Novel
- long-term form
- entertainment/education/convey information
- has storytelling medium
- language is/isn't easy to read
- base on the level of the readers
- popular with middle & high school Ss of age 9-12

The Topic Outline

Topic: The Importance of Graphic Novel to 9-to-12-year-olds based on Cognitive Psychology

I. Introduction
1.1 Study motive and aim
1.2 Definition of the terms
- Graphic organier
- Graphic novel

- Picture book instruction
1.3 Study scope
- Students at low, middle, and high grade in elementary school
* Low-graders are equal to students in grade one and grade two, mean age-7~9
* Middle-graders are equal to students in grade three and grade four, mean age-9~11
* High-graders are equal to students in grade five and grade six, mean age-11~13
1.4 Thesis sentence
- Providing graphic novels for juvenile to read timely is quite imperative for children who have had the benefit of a rich literature experience will become fluent and willing readers.

II. Literature review and status analysis
2.1 The origin of graphic novel
2.2 The form, content and characteristics of graphic novel
2.3 Graphic novel readers in the United States and comic book readers in Taiwan
- Comparison and contrast between comic book and graphic novel
2.4 Children reading behavior
- What is children's literature
- The content of children's literature influences on children's reading interest and reading motivation

2.5 Cognitive developmental theory
2.6 Information-processing theory of learning
- The advantages and disadvantages of graphic (picture) when students encounter with reading

III. Discussion
3.1 How do teachers in Taiwan apply graphic novel to teaching reading in English based on the experience of picture book instruction

IV. Conclusion/Further implication/Further expectation

V. Reference
- English version
- Chinese version

VI. Appendix

Topic:
The Importance of Graphic Novel on 9~12-year olds from Cognitive Psychology's point of view

Preliminary Outline:
0.Introduction
0.1 The aim of this study

I. Literature Review
1.1 Graphic Organizer
1.2 Graphic Novel
1.3 Comic Book
1.4 The Characteristics of Graphic Novel vs. Comic Book
1.5 Graphic Novel in the United State
1.6 Picture Book in Taiwan
1.7 Comparision and Contrast of Graphic Novel and Comic Book
1.8 Cognitive Process of Children
1.9 Cognitive Development of Children
1.10 Memory Process of Children
1.11 Children's Reading Behavior Involves Cognitive Psychology

II. Discussion
2.1 The Importance of Graphic Novel; discuss the advantages and disadvantages of graphic novel
2.2 Apply Graphic Novel for Teaching Reading in English at Elementary Grade; based on reading picture book instruction in Taiwan

III. Conclusion

IIII. Reference

Annotated Bibliography

I. Chinese Version

• 秦夢群 (2004) 。教育概論 Introduction to Education。教育心理學概述 (頁146) 。台北：高等教育。

This chapter focuses on the relationship between educational psychology and education. They ask for why (why do we need educational psychology), what (what is educational psychology), and how (how are we going to apply educational psychology for teaching field).

• 戴明國 (2005)。教育原理制度與實務 The Fundamental, System, and Practice of Education。教育的心理學原理基礎 (頁 73)。台北：高等教育。

This chapter delves into the relationship among learning, the stages of individual development, and education.

• 張春興 (2005)。張春興主編世紀心理學叢書12，教育心理學-三化取向的理論與實踐-。認知發展與教育 (頁84) 。台北：東華。

Psychologists consider that if we adults want to teach children the knowledge, we ought to first understand how they learn the knowledge; and if we want to teach children to think, we must firstly understand children's thinking process. Otherwise, we will get half the results with double the effort.

• 張春興 (2005)。張春興主編世紀心理學叢書12，教育心理學-三化取向的理論與實踐-。認知心理學的學習理論 (頁210)。台北，東華。

Psychologists consider that learning is the process which the individual gains new knowledge from knowing, distinguishing, and comprehending of one thing. Hence, in order to promote students' ability of seeking knowledge initiatively, cognitive learning theory helps the instructors expand students' cognitive structures.

II. English Version

• Jeremy Harmer, 2004 how to Teach English-An introduction to the practice of English language teaching, How to teach reading? p. 68. Longman.

a. why teach reading?

b. what kind of reading should students do?

c. waht reading skills should students acquire?

d. what are the principles behind the teaching of reading?

e. what do reading sequences look like?

f. more reading suggestions.

• Wendy A. Scott and Lisbeth H. Ytreberg, 2004 Teaching English to Children, Reading. p. 49. LONGMAN KEYS TO LANGUAGE TEACHING.

Just as listening is the main source of language when pupils start to learn a language, print is the second main source. As pupils become better and better in the foreign language, the printed word becomes the main source of expanding and strengthening the language. Reading is also the language skill which is easiest to keep up - many of us can still read in a foreign language that we used to be able to speak as well. Books open up other worlds to young children, and making reading an enjoyable activity is a very important part of the language learning experience.

• Carol Lynch-Brown, Carl M. Tomlinson, 2005 Essentials of CHILDREN'S LITERATURE, Learning about Children and Their Literature.

Many teachers and librarians believe that regular involvement with excellent and appropriate literature can foster language development in young children and can help them to learn to read and to value reading.

• Carol Lynch-Brown, Carl M. Tomlinson, 2005 Essentials of CHILDREN'S LITERATURE, Picture Books-Graphic Novels. p.84

Graphic novels are popular with middle and high school students, and are beginning to be written for elementary-grade students. Reluctant readers especially enjoy having these books as a reading option. Pedro and Me: Friendship, Loss, and What I Learned by Judd Winick, a biography, is an example of a graphic novel appropriate for middle and high school students.