State tests, which assess reading comprehension, ask students to make inferences and connections beyond the text. The problem of practice in which this study is situated is that students are having difficulty making meaningful connections and developing inferences in relation to the material that is read aloud together in class or assigned for homework. Indicators of their struggle include post-reading assessments such as reading comprehension tests with multiple choice and open-ended questions similar to those used on high-stakes tests. The dissertation describes a research project in which graphic novels were incorporated into the curriculum to provide students with an opportunity to work with a nontraditional literary genre. Data sources included video recordings of student think-alouds, video recordings of literature circles; and the NJ High School Proficiency Assessment (NJ HSPA) test scores. Descriptive statistics informed the analysis of the data. The constructs of the research were examined through forms of behavior such as student performance during individual and small group work (e.g. think-alouds and literature circles.) The think-aloud and the literature circles were coded by text features for the reading comprehension strategies and student behavior and allowed for reflective analysis. Findings suggested that readers made connections to the Common Core Standards when reading graphic novels. The research also found correlations between NJ HSPA scores and reading strategies used and behaviors enacted. The research also indicated that students, of varying Language Arts proficiency levels, supported one another in reading comprehension in small group settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]