A review of literature suggests students make meaning using different modes while reading a graphic novel (Connors, 2010; Dallacqua, 2010; Hammond, 2009; Jimenez, 2013; Pantaleo, 2013; Rogers, 2014). This case study ran for six weeks. Twenty students were involved. Grounded in the theoretical framework of social constructivism, this qualitative case study investigated how students made meaning reading a graphic novel in a sixth-grade English language arts class. The data from this case study included 20 students' discussions, journals, conferences, surveys, and artifacts to see how students make meaning while reading a graphic novel. These pieces of data were coded using grounded theory methods. The codes that emerged were tools and practices. The findings indicate that students made meaning using reading strategies and a new skill set that pertains to multimodal texts. This study has implications for future research and for practitioners. Researchers can look at how graphic novels motivate students to read, how students can look at a graphic novel from a disciplinary literacy stance, and how students can use their existing skills reading a graphic novel in a non-fiction textbook in a science or social studies classroom. For practitioners, graphic novels can help students motivate and readings strategies can be applied to other subject areas not just multimodal texts. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]