In this article, Michelle Ann Abate examines the typographical features of the comics and graphic novels frequently finding their way into English Language Arts (ELA) classrooms and challenges the viewpoint that they are secondary to prose-only texts, arguing instead that many comics can be seen as requiring more advanced levels of literacy because of their use of all-caps lettering. By recognizing that graphic narratives that are lettered in all-caps are more difficult to read, decode, and understand, teachers, parents, and librarians can make more appropriate and even more effective book recommendations for reluctant and struggling readers.