National guidelines such as the "Standards for the 21st Century Learner" (American Association of School Librarians, 2007) and the "Common Core State Standards" (Common Core State Standards, 2010) recognize the importance of using a wide range of informational texts, including comic books and graphic novels to teach content, in kindergarten through fifth grade (Gavigan, 2014). To reinforce this expectation, the Common Core State Standards website features a video clip, "Learn about the Common Core in 3 minutes" (http://www.corestandards.org/about-the-standards/), in the format of a comic informational text that introduces the reader to the CCSS standards. Comic books and graphic novels, as examples of sequential art, have gained a prominent place in education (Gavigan, 2014; Hammond, 2012; Mortimore, 2009). Weiner and Syma (2013) reported, "Teachers in secondary and elementary schools, professors in universities, and instructors of all kinds are using comics and graphic novels to illustrate points about gender, history, sociology, philosophy, mathematics, and even medicine" (p. 1). Thus they concluded, "It is no longer a question of whether sequential art should be used in educational settings, but rather how to use it and for what purpose" (p. 1). The study presented in this article examines the use of comic books, TOON comic books, during guided reading. The TOON book concept was created by Françoise Mouly, an art editor of "The New Yorker" magazine, and her husband, Art Spiegelman, a prizewinning comic book artist, and author of "Maus: A survivor's tale" (1986). On the official TOON comic book series website (http://www.toon-books.com/our-mission.html), Mouly and Spiegelman indicated that these books were designed to promote literacy skills development among elementary students at different reading levels. The instruction with this comic book series was provided to struggling readers, kindergarten through fifth grade, by the pre-service teachers enrolled in the "Early Literacy" and "Literacy Assessment and Applications" courses at a comprehensive university in southeastern United States. In this work, a struggling reader is defined as a student who reads below grade level and who lacks proficiency in decoding, fluency, and comprehension skills (Rasinski & Padak, 2005).