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Dijital Öyküler Ve Türkçe Eğitiminde Kullanımı

Year 2017, Volume: 1 Issue: 1, 76 - 105, 15.10.2017

Abstract

Bu araştırma dijital ve interaktif öyküler hakkında bir derleme çalışmasıdır.

References

  • Aaron, P. (2017). Advantages & Disadvantages of Electronic Books. http://penandthepad.com/advantages-disadvantages-electronic-books-6157579.html
  • Amer, A. A. (1992). The effect of story grammar instruction on EFL students' comprehension of narrative text. Reading in a foreign language, 8, 711-711.
  • Anderson-Inman, L., & Horney, M. (1997). Electronic books for secondary students. Journal of Adolescent & Adult Literacy, 40, 486–491.
  • Benito, Y. M., Foley, C. L., Lewis, C. D., & Prescott, P. (1993). The effect of instruction in question-answer relationships and metacognition on social studies comprehension. Journal of Research in Reading, 16 (1), 20–29.
  • Barker, P. (1992). Electronic Books and Libraries of the Future. TheElectronic Library 10, 139-141.
  • Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), 1-21.
  • Caldwell, B. J. (2013). Effect of an Interactive Literacy Website on Struggling Readers' Comprehension (Doctoral dissertation, Walden University).
  • Carreiro, E. (2010). Electronic books: how digital devices and supplementary new technologies are changing the face of the publishing industry. Publishing Research Quarterly, 26(4), 219-235.
  • Chen Y. Application and development of electronic books in an e-Gutenberg age. Online Inform Rev. 2003; 27(1):8–16. Caraballo, G. (2012). The Effect of the Use Assistive Technology on English Reading Comprehension of Students with Learning Differences. University of Puerto Rico, Rio Piedras.
  • Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5-18.
  • Cavanaugh, T. (2002). EBooks and Accommodations: Is this the future of print accommodation?. Teaching Exceptional Children, 35(2), 56-61.
  • Chin-Neng, C., Shu-Chu, C., Shu-Hui, E. C., & Shyh-Chyi, W. (2013). The effects of extensive reading via e-books on tertiary level EFL students' reading attitude, reading comprehension and vocabulary. TOJET: The Turkish Online Journal of Educational Technology, 12(2).
  • Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Canadian Journal of Learning and Technology, 38(2).
  • Clark, M. C. (2001). Off the beaten path: Some creative approaches to adult learning. New Directions for Adult and Continuing Education, 2001(89), 83-92.
  • Clay, J. (2012). Preparing for Effective Adoption and Use of Ebooks in Education (JISC Observatory TechWatch Series, Report No. 4, Final Version, December 2012). http://blog.observatory.jisc.ac.uk/techwatch-reports/ebooks-in-education/
  • Coeus. (2008). Ebooks vs. paper books: The pros and cons. https://hubpages.com/literature/Ebooks-Versus-Paper-Books-The-Pros-and-Cons
  • Coleman, G. (2004). E-books and academics: An ongoing experiment. Feliciter, 50(4), 124-125.
  • Connaway, L., & Wicht, H. (2007). What happened to the e-book revolution?: The gradual integration of e-books into academic libraries. Journal of Electronic Publishing, 10(3).
  • De Jong, M. T., & Bus, A. G. (2002a). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145.
  • De Jong, M. T., & Bus, A. G. (2003b). How well suited are electronic books to supporting literacy?. Journal of Early Childhood Literacy, 3(2), 147-164.
  • Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384.
  • Faust, M. A., & Glenzer, N. (2000). “I could read those parts over and over”: eighth graders rereading to enhance enjoyment and learning with literature. Journal of Adolescent & Adult Literacy, 44 (3), 234–239.
  • Frye, S. K. (2014). The Implications of Interactive eBooks on Comprehension. Rutgers University/Graduate School of Education.
  • Gandara, M. (2000). Computers: Aids or enemies of reading? Bookbird, 3(1), 31-36.
  • Gonzalez, M. R. (2010). The effect of interactive eBooks on the reading comprehension of struggling readers and students with reading disabilities (Doctoral dissertation, Walden University).
  • Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583-599.
  • Horney, M. A., & Anderson-Inman, L. (1999). Supported text in electronic reading environments. Reading and Writing Quarterly: Overcoming Learning Difficulties,15(2), 127-168.
  • Hsieh, P. H., & Dwyer, F. M. (2009). The instructional effect of online reading strategies and learning styles on student academic achievement. Educational Technology & Society, 12(2), 36-50.
  • Huang, Y. M., Liang, T. H., & Chiu, C. H. (2013). Gender Differences in the Reading of E-books: Investigating Children's Attitudes, Reading Behaviors and Outcomes. Educational Technology & Society, 16(4), 97-110.
  • Huang, T. (2014). A Study on the Effects of Interactive E-Books on Taiwan High/Vocational School Students’ Reading Comprehension.
  • Hung, W-C.(2014). The different Effects of Traditional Picture Book and Interactive E-storybook on Kindergarteners Reading Comprehension and Reading Attitude. http://pc01.lib.ntust.edu.tw/ETD-db/ETD-search/getfile?URN=etd-0127114-142531&filename=etd-0127114-142531.pdf.
  • Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408.
  • Johnson, T. A. (2009). The Effect of closed interactive multimedia learning environments on student memory retention: A linear versus non-linear approach. University of North Florida.
  • Jones, T. & Brown, C. (2011). Reading engagement: a comparision between e-books and tradional print boks in an elementery classroom. International Journal of Intruction. 4(2):5-22
  • Karbasioun, K. (1997). (Semi-) interactive video, computer-assisted language learning and second language/culture acquisition: a case of Spanish, French and English as a second language (pp.1-348).
  • Kol, S., & Schcolnik, M. (2000). Enhancing screen reading strategies. Calico Journal, 67- 80.
  • Korat, O., & Shamir, A. (2007a). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259.
  • Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1),24-31.
  • Korat O. & Shamir A. (2012b). Direct and indirect teaching: Using for supporting vocabulary, word reading and story comprehension for young children. Journal of Educational Computing Research. 46:135-152.
  • Korat O., Shamir A., Heibal S. (2013). Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language. First Language. 33(5):504-523.
  • Labbo, L. D. (2000). Twelve things young children can do with a talking book in a classroom computer center. Reading Teacher, 53(7), 542-546.
  • Lai, H., & Li, M. (2013). A study of university student behaviors in using eBooks in Hong Kong. Knowledge Management & E-Learning, 5(4), 455–467.
  • Larson, L. C. (2010). Digital readers: The next chapter in e‐book reading and response. The Reading Teacher, 64(1), 15-22.
  • Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. Reading Teacher, 58(5), 446-454.
  • Lynch, C. (2001). The battle to define the future of the book in the digital world. First Monday, 6(6).
  • Mandouvalou, S., & Papadaniel, A. (2011, October). A Letter-A Story: Interactive Games Digital Environment as Part of a Multimedia Learning Package. In European Conference on Games Based Learning (p. 793). Academic Conferences International Limited.
  • Mangiafico, L. F. (1996). The relative effects of classroom demonstration and individual use of interactive multimedia on second language listening comprehension.
  • Mar, R. A. (2004). The neuropsychology of narrative: Story comprehension, story production and their interrelation. Neuropsychologia, 42(10), 1414-1434.
  • Martinez-Estrada, P. D., & Conaway, R. N. (2012). EBooks: The next step in educational innovation. Business Communication Quarterly, 75(2), 125-135.
  • Matthew, K. I. (1996). The impact of CD-ROM storybooks on children’s reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5(3), 379-394.
  • McIntosh, M. E., & Draper, R. J. (1995). Applying the question-answer relationship strategy in mathematics. Journal of Adolescent & Adult Literacy, 39 (2), 120–131.
  • McNabb, M. L. (1998). Using electronic books to enhance the reading comprehension of struggling readers. National Reading Conference Yearbook, 47, 405-414.
  • Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358.
  • Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109-122.
  • Nikkel, S. (1996). The Effects of Interactive Computer Software on Early Literacy Acquisition. University of Manitoba.
  • Pakprod, N., & Wannapiroon, P. (2013). Development of an Edutainment Instructional Model Using Learning Object for Electronic Book on Tablet Computer to Develop Emotional Quotient. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(2), 131.
  • Pearman, C. J. (2003a). Effects of electronic texts on the independent reading comprehension of second-grade students (pp. 1-120).
  • Pearman, C. J. (2008b). Independent reading of CD-ROM storybooks: Measuring comprehension with oral retellings. Reading Teacher, 61(8), 594-602.
  • Pollitt, D. T. (2013). Effects of an iPad iBook on reading comprehension, electrodermal activity, and engagement for adolescents with disabilities (Doctoral dissertation, University of Kansas).
  • Price, A. (2011). Making a difference with smart tablets. Teacher Librarian,39(1), 31-34.
  • Raible, J. (2014). Creating Ebooks Using Open Source Tools. FDLA Journal, 1(1), 2.
  • Rao, S. S. (2004). Electronic book technologies: An overview of the present situation. Library Review, 53(7), 363–371.
  • Raphael, T. (1982). Improving question-answer performance through instruction. Center for the Study of Reading, Illinois University, Urbana, Eric database
  • Rawlins, G. J. E. (1993). Publishing over the new decade. Journal of The American Society for Information Science, 474.
  • Reinking, D. (1997). Me and my hypertext: A multiple digression analysis of technology and literacy. Reading Teacher, 50(8), 626.
  • Reitz, J. M. (2010). ODLIS: Online dictionary for library and information science. http://vlado.fmf.uni-lj.si/pub/networks/data/dic/odlis/odlis.pdf
  • Rhodes, J. A., & Milby, T. M. (2007). Teacher-created electronic books: Integrating technology to Support readers with disabilities. Reading Teacher, 61(3), 255-259.
  • Robb, M. B. (2010). New ways of reading: The impact of an interactive book on young children's story comprehension and parent-child dialogic reading behaviors.
  • Rockinson-Szapkiw, A. J., Holder, D., & Dunn, R. S. (2011). Motivating Students to Learn: Is There a Difference between Traditional Books and e-Books?.
  • Rossiter, M. (2002). Narrative and Stories in Adult Teaching and Learning. ERIC Digest.
  • Rosso, S. (2009). What are ebooks? Advantages and disadvantages of electronic books. http://whenihavetime.com/2009/03/09/what-are-eBooks-advantages-and-disadvantages-of-electronic-books/
  • Salmon, L. G. (2014). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42(2), 85-92.
  • Sasson, R. (2012). The advantages and benefits of eBooks. http://www.successconsciousness.com/ebooks_benefits.htm
  • Segal-Drori O, Korat O, Shamir A, Klein PS. Reading e-books with and without adult instruction: Effects on emergent reading. 2010;23:913-930.
  • Scoresby, K. J. (1996). The Effects of Electronic Storybook Animations on Third Graders' Story Recall . Doctoral dissertation, Brigham Young University/Department of Psychology.
  • Shen, C. W. D. (1991). The effects of captioning on listening comprehension of English as a second language in a computer-based interactive videodisc system.
  • Smith, G. G., Li, M., Drobisz, J., Park, H. R., Kim, D., & Smith, S. D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286.
  • Stine, H. A. (1993). The effects of CD-ROM interactive software in reading skills instruction with second-grade Chapter 1 students.
  • Sweeny, S. M. (2007). Reading for technology savvy students: Utilizing choice of multimodal texts. New England Reading Association Journal, 43(1), 15-22.
  • Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology, 9(1), 77-110. Trushell, J., Maitland, A., & Burrell, C. (2003). Pupils' recall of an interactive storybook on CD-ROM. Journal of Computer Assisted Learning, 19(1), 80-89.
  • Yu, T. X. (2008). Disadvantages of e-books. Retrieved from http://ezinearticles.com/?Disadvantages-of-E-books&id=1324883
  • Williams, S. (2012). How I published an interactive children's story: An author shares her process and tips for creating a fun book app. Writer (Kalmbach Publishing Co.), Vol. 125 Issue 6, p.35-37.
  • Willoughby, D., Evans, M. A., Nowak, S. (2015). Do ABC eBooks boost engagement and learning in preschoolers? An experimental study comparing eBooks with paper ABC and storybook controls. Computers & Education, 82, 107–117.
  • Worrell, J. L. (2011). Effects of an interactive computer-based reading strategy on student comprehension (Doctoral dissertation, Florida Atlantic University Boca Raton, Florida).
  • Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47-87.
Year 2017, Volume: 1 Issue: 1, 76 - 105, 15.10.2017

Abstract

References

  • Aaron, P. (2017). Advantages & Disadvantages of Electronic Books. http://penandthepad.com/advantages-disadvantages-electronic-books-6157579.html
  • Amer, A. A. (1992). The effect of story grammar instruction on EFL students' comprehension of narrative text. Reading in a foreign language, 8, 711-711.
  • Anderson-Inman, L., & Horney, M. (1997). Electronic books for secondary students. Journal of Adolescent & Adult Literacy, 40, 486–491.
  • Benito, Y. M., Foley, C. L., Lewis, C. D., & Prescott, P. (1993). The effect of instruction in question-answer relationships and metacognition on social studies comprehension. Journal of Research in Reading, 16 (1), 20–29.
  • Barker, P. (1992). Electronic Books and Libraries of the Future. TheElectronic Library 10, 139-141.
  • Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), 1-21.
  • Caldwell, B. J. (2013). Effect of an Interactive Literacy Website on Struggling Readers' Comprehension (Doctoral dissertation, Walden University).
  • Carreiro, E. (2010). Electronic books: how digital devices and supplementary new technologies are changing the face of the publishing industry. Publishing Research Quarterly, 26(4), 219-235.
  • Chen Y. Application and development of electronic books in an e-Gutenberg age. Online Inform Rev. 2003; 27(1):8–16. Caraballo, G. (2012). The Effect of the Use Assistive Technology on English Reading Comprehension of Students with Learning Differences. University of Puerto Rico, Rio Piedras.
  • Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5-18.
  • Cavanaugh, T. (2002). EBooks and Accommodations: Is this the future of print accommodation?. Teaching Exceptional Children, 35(2), 56-61.
  • Chin-Neng, C., Shu-Chu, C., Shu-Hui, E. C., & Shyh-Chyi, W. (2013). The effects of extensive reading via e-books on tertiary level EFL students' reading attitude, reading comprehension and vocabulary. TOJET: The Turkish Online Journal of Educational Technology, 12(2).
  • Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Canadian Journal of Learning and Technology, 38(2).
  • Clark, M. C. (2001). Off the beaten path: Some creative approaches to adult learning. New Directions for Adult and Continuing Education, 2001(89), 83-92.
  • Clay, J. (2012). Preparing for Effective Adoption and Use of Ebooks in Education (JISC Observatory TechWatch Series, Report No. 4, Final Version, December 2012). http://blog.observatory.jisc.ac.uk/techwatch-reports/ebooks-in-education/
  • Coeus. (2008). Ebooks vs. paper books: The pros and cons. https://hubpages.com/literature/Ebooks-Versus-Paper-Books-The-Pros-and-Cons
  • Coleman, G. (2004). E-books and academics: An ongoing experiment. Feliciter, 50(4), 124-125.
  • Connaway, L., & Wicht, H. (2007). What happened to the e-book revolution?: The gradual integration of e-books into academic libraries. Journal of Electronic Publishing, 10(3).
  • De Jong, M. T., & Bus, A. G. (2002a). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145.
  • De Jong, M. T., & Bus, A. G. (2003b). How well suited are electronic books to supporting literacy?. Journal of Early Childhood Literacy, 3(2), 147-164.
  • Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384.
  • Faust, M. A., & Glenzer, N. (2000). “I could read those parts over and over”: eighth graders rereading to enhance enjoyment and learning with literature. Journal of Adolescent & Adult Literacy, 44 (3), 234–239.
  • Frye, S. K. (2014). The Implications of Interactive eBooks on Comprehension. Rutgers University/Graduate School of Education.
  • Gandara, M. (2000). Computers: Aids or enemies of reading? Bookbird, 3(1), 31-36.
  • Gonzalez, M. R. (2010). The effect of interactive eBooks on the reading comprehension of struggling readers and students with reading disabilities (Doctoral dissertation, Walden University).
  • Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583-599.
  • Horney, M. A., & Anderson-Inman, L. (1999). Supported text in electronic reading environments. Reading and Writing Quarterly: Overcoming Learning Difficulties,15(2), 127-168.
  • Hsieh, P. H., & Dwyer, F. M. (2009). The instructional effect of online reading strategies and learning styles on student academic achievement. Educational Technology & Society, 12(2), 36-50.
  • Huang, Y. M., Liang, T. H., & Chiu, C. H. (2013). Gender Differences in the Reading of E-books: Investigating Children's Attitudes, Reading Behaviors and Outcomes. Educational Technology & Society, 16(4), 97-110.
  • Huang, T. (2014). A Study on the Effects of Interactive E-Books on Taiwan High/Vocational School Students’ Reading Comprehension.
  • Hung, W-C.(2014). The different Effects of Traditional Picture Book and Interactive E-storybook on Kindergarteners Reading Comprehension and Reading Attitude. http://pc01.lib.ntust.edu.tw/ETD-db/ETD-search/getfile?URN=etd-0127114-142531&filename=etd-0127114-142531.pdf.
  • Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408.
  • Johnson, T. A. (2009). The Effect of closed interactive multimedia learning environments on student memory retention: A linear versus non-linear approach. University of North Florida.
  • Jones, T. & Brown, C. (2011). Reading engagement: a comparision between e-books and tradional print boks in an elementery classroom. International Journal of Intruction. 4(2):5-22
  • Karbasioun, K. (1997). (Semi-) interactive video, computer-assisted language learning and second language/culture acquisition: a case of Spanish, French and English as a second language (pp.1-348).
  • Kol, S., & Schcolnik, M. (2000). Enhancing screen reading strategies. Calico Journal, 67- 80.
  • Korat, O., & Shamir, A. (2007a). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259.
  • Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1),24-31.
  • Korat O. & Shamir A. (2012b). Direct and indirect teaching: Using for supporting vocabulary, word reading and story comprehension for young children. Journal of Educational Computing Research. 46:135-152.
  • Korat O., Shamir A., Heibal S. (2013). Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language. First Language. 33(5):504-523.
  • Labbo, L. D. (2000). Twelve things young children can do with a talking book in a classroom computer center. Reading Teacher, 53(7), 542-546.
  • Lai, H., & Li, M. (2013). A study of university student behaviors in using eBooks in Hong Kong. Knowledge Management & E-Learning, 5(4), 455–467.
  • Larson, L. C. (2010). Digital readers: The next chapter in e‐book reading and response. The Reading Teacher, 64(1), 15-22.
  • Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. Reading Teacher, 58(5), 446-454.
  • Lynch, C. (2001). The battle to define the future of the book in the digital world. First Monday, 6(6).
  • Mandouvalou, S., & Papadaniel, A. (2011, October). A Letter-A Story: Interactive Games Digital Environment as Part of a Multimedia Learning Package. In European Conference on Games Based Learning (p. 793). Academic Conferences International Limited.
  • Mangiafico, L. F. (1996). The relative effects of classroom demonstration and individual use of interactive multimedia on second language listening comprehension.
  • Mar, R. A. (2004). The neuropsychology of narrative: Story comprehension, story production and their interrelation. Neuropsychologia, 42(10), 1414-1434.
  • Martinez-Estrada, P. D., & Conaway, R. N. (2012). EBooks: The next step in educational innovation. Business Communication Quarterly, 75(2), 125-135.
  • Matthew, K. I. (1996). The impact of CD-ROM storybooks on children’s reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5(3), 379-394.
  • McIntosh, M. E., & Draper, R. J. (1995). Applying the question-answer relationship strategy in mathematics. Journal of Adolescent & Adult Literacy, 39 (2), 120–131.
  • McNabb, M. L. (1998). Using electronic books to enhance the reading comprehension of struggling readers. National Reading Conference Yearbook, 47, 405-414.
  • Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358.
  • Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109-122.
  • Nikkel, S. (1996). The Effects of Interactive Computer Software on Early Literacy Acquisition. University of Manitoba.
  • Pakprod, N., & Wannapiroon, P. (2013). Development of an Edutainment Instructional Model Using Learning Object for Electronic Book on Tablet Computer to Develop Emotional Quotient. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(2), 131.
  • Pearman, C. J. (2003a). Effects of electronic texts on the independent reading comprehension of second-grade students (pp. 1-120).
  • Pearman, C. J. (2008b). Independent reading of CD-ROM storybooks: Measuring comprehension with oral retellings. Reading Teacher, 61(8), 594-602.
  • Pollitt, D. T. (2013). Effects of an iPad iBook on reading comprehension, electrodermal activity, and engagement for adolescents with disabilities (Doctoral dissertation, University of Kansas).
  • Price, A. (2011). Making a difference with smart tablets. Teacher Librarian,39(1), 31-34.
  • Raible, J. (2014). Creating Ebooks Using Open Source Tools. FDLA Journal, 1(1), 2.
  • Rao, S. S. (2004). Electronic book technologies: An overview of the present situation. Library Review, 53(7), 363–371.
  • Raphael, T. (1982). Improving question-answer performance through instruction. Center for the Study of Reading, Illinois University, Urbana, Eric database
  • Rawlins, G. J. E. (1993). Publishing over the new decade. Journal of The American Society for Information Science, 474.
  • Reinking, D. (1997). Me and my hypertext: A multiple digression analysis of technology and literacy. Reading Teacher, 50(8), 626.
  • Reitz, J. M. (2010). ODLIS: Online dictionary for library and information science. http://vlado.fmf.uni-lj.si/pub/networks/data/dic/odlis/odlis.pdf
  • Rhodes, J. A., & Milby, T. M. (2007). Teacher-created electronic books: Integrating technology to Support readers with disabilities. Reading Teacher, 61(3), 255-259.
  • Robb, M. B. (2010). New ways of reading: The impact of an interactive book on young children's story comprehension and parent-child dialogic reading behaviors.
  • Rockinson-Szapkiw, A. J., Holder, D., & Dunn, R. S. (2011). Motivating Students to Learn: Is There a Difference between Traditional Books and e-Books?.
  • Rossiter, M. (2002). Narrative and Stories in Adult Teaching and Learning. ERIC Digest.
  • Rosso, S. (2009). What are ebooks? Advantages and disadvantages of electronic books. http://whenihavetime.com/2009/03/09/what-are-eBooks-advantages-and-disadvantages-of-electronic-books/
  • Salmon, L. G. (2014). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42(2), 85-92.
  • Sasson, R. (2012). The advantages and benefits of eBooks. http://www.successconsciousness.com/ebooks_benefits.htm
  • Segal-Drori O, Korat O, Shamir A, Klein PS. Reading e-books with and without adult instruction: Effects on emergent reading. 2010;23:913-930.
  • Scoresby, K. J. (1996). The Effects of Electronic Storybook Animations on Third Graders' Story Recall . Doctoral dissertation, Brigham Young University/Department of Psychology.
  • Shen, C. W. D. (1991). The effects of captioning on listening comprehension of English as a second language in a computer-based interactive videodisc system.
  • Smith, G. G., Li, M., Drobisz, J., Park, H. R., Kim, D., & Smith, S. D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286.
  • Stine, H. A. (1993). The effects of CD-ROM interactive software in reading skills instruction with second-grade Chapter 1 students.
  • Sweeny, S. M. (2007). Reading for technology savvy students: Utilizing choice of multimodal texts. New England Reading Association Journal, 43(1), 15-22.
  • Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology, 9(1), 77-110. Trushell, J., Maitland, A., & Burrell, C. (2003). Pupils' recall of an interactive storybook on CD-ROM. Journal of Computer Assisted Learning, 19(1), 80-89.
  • Yu, T. X. (2008). Disadvantages of e-books. Retrieved from http://ezinearticles.com/?Disadvantages-of-E-books&id=1324883
  • Williams, S. (2012). How I published an interactive children's story: An author shares her process and tips for creating a fun book app. Writer (Kalmbach Publishing Co.), Vol. 125 Issue 6, p.35-37.
  • Willoughby, D., Evans, M. A., Nowak, S. (2015). Do ABC eBooks boost engagement and learning in preschoolers? An experimental study comparing eBooks with paper ABC and storybook controls. Computers & Education, 82, 107–117.
  • Worrell, J. L. (2011). Effects of an interactive computer-based reading strategy on student comprehension (Doctoral dissertation, Florida Atlantic University Boca Raton, Florida).
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There are 85 citations in total.

Details

Subjects Studies on Education
Journal Section Makaleler
Authors

Nesime Ertan Özen

Erol Duran

Publication Date October 15, 2017
Published in Issue Year 2017 Volume: 1 Issue: 1

Cite

APA Ertan Özen, N., & Duran, E. (2017). Dijital Öyküler Ve Türkçe Eğitiminde Kullanımı. Avrasya Dil Eğitimi Ve Araştırmaları Dergisi, 1(1), 76-105.