Picture books (stories in which the both the text and illustrations contribute to meaning) have long been thought of as appropriate only at primary grade levels because of their short length, simple plots, and minimal number of characters. When used in secondary grades, their principal function has been as remediation for struggling readers or English language learners (ELLs). However, anecdotal evidence and an exhaustive literature review strongly suggest that the supplemental use of picture books increases engagement and learning among high school students at all instructional levels. The purpose of this study was to analyze the effects of picture books on high school students’ engagement with these texts
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