1. Palencia, E. F. (2011). Draw the connection between character & setting: to make the most of your story's sense of place, answer 11 key questions. The Writer, 124(9), 33. Retrieved from https://link.galegroup.com/apps/doc/A267811060/PROF?u=tea&sid=PROF&xid=94f34611
Summary: The author provides tips for writers about the connection between setting and character. The author's examples and writing prompts can be transferred to a classroom setting to help students better understand how writers think about setting and character, and to encourage students to think about the impact of setting in their own writing.
2. Mabry, M., & Bhavnagri, N. P. (2012). Perspective taking of immigrant children: utilizing children's literature and related activities. Multicultural Education, 19(3), 48–54. Retrieved from ric.ed.gov/fulltext/EJ1001536.pdf
Summary: This study of promising practices looks at perspective taking and highlights the need for interpersonal understanding, especially in the U. S. with its diverse population. The article focuses on promoting perspective-taking among African-American fourth graders by using children's literature on immigrant families and includes follow up activities. The classroom reads and analyzes several different stories, including Levitin's A Piece of Home and Perez's My Diary from Here to There, seeking to understand the characters and the cultural changes they are experiencing. The historical and cultural setting has an impact on each of the protagonists in these stories.
3. Nampaktai, P., Kaewsombut, S.A., Wongwayrote, U., & Sameepet, B. (2013). Using story grammar to enhance reading comprehension. International Forum of Teaching and Studies, 9(1), 31–38.
Summary: In this study, the story grammar technique, which promotes reading ability and thinking skills, is examined to determine whether the reading achievement and analytical skills of middle school students improves when using it. The study included 20 middle school students who were instructed in the use of the story grammar technique over a set period of time. At the end of the study, it revealed that the story grammar technique did significantly improve the students comprehension and analytical thinking skills.
4. Dallacqua, A. L. (2012). Exploring literary devices in graphic novels. Language Arts, 89(6), 365–378. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0896-jul2012/LA0896Exploring.pdf
Summary: In this article, the researcher suggests that students can use literary devices as a means to make meaning of text. The article demonstrates how graphic novels can be used to implement multimodal and visual instructional strategies that increase the reading comprehension of students.