@article{article_1051947, title={Comparison of Printed and Digital Text Reading Miscues of Third Grade Primary School Students}, journal={Journal of Education, Theory and Practical Research}, volume={7}, pages={437–453}, year={2021}, url={https://izlik.org/JA22MF86DJ}, author={Tolğay, Nalan and Bakkaloğlu, Selva}, keywords={Digital reading, Reading miscues, Miscue analysis, Primary school, Text reading}, abstract={In this study, the printed and digital text reading process of third grade primary school students was examined comparatively. In the study, a descriptive survey model was used to compare third grade primary school students’ printed and digital text reading miscues. The study group of the research consisted of 6 third grade students studying in primary schools in the centre of Konya. A narrative reading text, which was selected after the validity and reliability studies had been carried out, was used as the data collection tool. The ‘Reading Miscue Inventory’ developed by Goodman, Watson and Burke (2005) was used in the analysis of the data. According to the data obtained as a result of the research, students were generally able to use linguistic cues more selectively and flexibly in digital text reading. Although similar results were obtained in both text types in terms of similarity in reading speed and letter-sound relationship, the sound similarity of the students was higher in digital text reading than in printed text reading. According to another result obtained in the research, students made fewer reading miscues in digital text reading than in printed text reading. When examining the retelling scores, digital text reading scores were higher than for printed text reading.}, number={3}