THE EFFECT OF THE 5W1H TECHNOLOGY MODEL ON SOME VARIABLES RELATED TO READING SKILLS IN PRIMARY SCHOOL

Year 2022, Volume: 11 Issue: 2, 338 - 360, 31.12.2022

Cengiz Kesik , Ozlem Bas

https://doi.org/10.55020/iojpe.1158631

Cited By: 1

Abstract

The main purpose of this research is to examine the effect of the technology integration model-based application example on some reading variables of primary school freshmen. For this purpose, the research was designed in a single-group post-test weak experimental design and a single-group pre-test-post-test weak experimental design. The study group of the research consists of 30 freshmen studying in a branch of a primary school at the middle socioeconomic level determined by criterion sampling method. Dependent t-test and descriptive statistics analysis were used in the analysis of the research data. The application example based on the technology integration model has been effective in the development of phonological awareness skills of primary school freshmen, their transition time to reading, and their reading speed and levels on paper and screen. It was determined that primary school freshmen made fewer reading errors in reading on screen than reading on paper, and the students' reading levels from the screen were better. It was determined that students' attitudes towards reading were quite high.

Keywords

Integration model, literacy, phonological awareness, reading speed, reading level.

References

• Açıkalın, V. (2018). İlkokuma yazma eğitimi aşamasında etkileşimli tahta kullanımı [Use of interactive whiteboard in the initial literacy teaching]. International Leadership Education Journal (ILEJ), 3(3), 1-10.
• Ak, E. (2019). Ekrandan okumanın ilkokul öğrencilerinin okuma becerilerine ve okumaya yönelik tutumlarına etkisi [The effect of screen reading on primary school students’ reading skills and attitudes towards reading] (Unpublished master’s thesis). Zonguldak Bülent Ecevit University, Zonguldak.
• Akyol, H. (2020). Programa uygun Türkçe öğretim yöntemleri [Turkish teaching methods compatible with the curriculum (10th edition)]. Ankara: Pegem Akademy.
• Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., & Rasinski, T. V. (2014). Okumayı değerlendirme [Evaluation of reading]. Ankara: Pegem A Publishing.
• Arens, K., Gove, M. K., & Abate, R. (2018). Oral reading fluency with iPods. Reading Improvement, 55(2), 54–62.
• Bishop, M. J., & Santoro, L. E. (2006). Evaluating beginning reading software for at-risk learners. Psychology in the Schools, 43(1), 57–70.
• Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Tucker, B. J., Cheung, A., & Gifford, R. (2008). Technology infusion in success for all: Reading outcomes for first graders. The Elementary School Journal, 109(1), 1-15.
• Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30.
• Cheung, A. C. K., & Slavin, R. (2012). The effectiveness of educational technology applications for enhancing reading achievement in K-12 classrooms: A meta-analysis. Best Evidence Encyclopaedia. www.bestevidence.org
• Christensen, L. B., Burke Johnson, R., & Turner, L. A. (2015). Araştırma yöntemleri desen ve analiz [Research methods design and analysis] (A. Aypay, translator editor). Ankara: Anı Publishing.
• Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the word-knowledge e-book. Computers & Education, 128, 284–311.
• Çetinkaya Özdemir, E. (2019). Artırılmış gerçeklik temelli okuma çalışmalarının bazı okuma değişkenleri ve derse katılım üzerindeki etkisi [The effect of augmented reality-based reading activities on some reading variables and class participation] ((Unpublished Doctoral Dissertation). Gazi University Institute of Educational Sciences, Ankara.
• Çiftçi, M. (2019). Dijital hikâyelerin ilkokul ikinci sınıf öğrencilerinin okuma becerileri üzerindeki etkisi [The effect of digital stories on the reading skills of primary school first-graders] (Unpublished master’s thesis). University Institute of Social Sciences, Aksaray.
• Değirmenci, H., & Ertem, İ. S. (2014). The impact of the educational software on first grade students’ reading skills: Morpa Kampüs Application. International Journal of Business, Humanities and Technology, 4(4), 187-192.
• Dewey, J. (2013). Deneyim ve eğitim [Experience and education]. Ankara: ODTÜ Publishing.
• Duran, E., & Ertuğrul, B. (2012). İlköğretim sınıf öğretmenlerinin elektronik ders kitaplarına yönelik görüşleri [Opinions of primary school teachers about electronic textbooks]. Turkish Educational Sciences Journal, 10 (2), 347-365.
• Englert, C. S., Manalo, M., & Zhao, Y. (2004). I can do it better on the computer: The effects of technology-enabled scaffolding on young writers’ composition. Journal of Special Education Technology, 19(1), 5–22.
• Erdoğan, Ö. (2012). İlköğretim birinci sınıf öğrencilerinin fonolojik farkındalık becerileri ile okuma becerileri arasındaki ilişki [The relationship between primary school first grade students’ phonological awareness skills and reading skills]. Education and Science, 37(166), 41-51.
• Ertem, İ. S. (2014). Okuma yazma öğretiminde teknolojinin rolü: gelişmeler, yaklaşımlar, sorunlar ve yeni okuryazarlık [The role of technology in teaching literacy: developments, approaches, problems and new literacy]. İ. S. Ertem (Ed.), Okuma Yazma Eğitimi ve Teknoloji [in Literacy Education and Technology] (pp. 1-16). Ankara: Nobel Academic Publishing.
• Ertem, İ. S. (2016). Oyun temelli dijital ortamlar ve Türkçe öğretiminde kullanımına ilişkin sınıf öğretmenlerinin görüşleri [Primary school teachers’ views on game-based digital environments and their use in Turkish teaching]. Mediterranean Journal of Educational Research, 20, 1-10.
• Fasting, R. B., & Lyster, S. H. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20(1), 21–40.
• Gökkuş, İ., & Akyol, H. (2020). Ses bilgisi farkındalık programının birinci sınıf öğrencilerinin sesbilgisel farkındalık becerilerinin gelişimine etkisi [The effect of phonological awareness program on the development of phonological awareness skills of first-grade students. Cumhuriyet International Journal of Education, 9(1), 308- 331.
• Güneş, F. (2013). Okuma yazma öğrenme yaşı [The age of learning to read and write]. Theory and Practice in Education, 9(4), 280-298.
• Güneş, F., Uysal, H., & Taç, İ. (2016). İlkokuma yazma öğretimi süreci: öğretmenim bana okuma yazmayı öğretir misin? [Initial literacy teaching process: teacher, can you teach me to read and write?]. Journal of Educational Theory and Practice Research, 2 (2), 23-33.
• Gürol, A., & Yıldız, E. (2015). İlk okuma yazma öğretiminde bilgisayar destekli eğitimin ilkokul birinci sınıf öğrencilerinin ilk okuma yazma becerilerine etkisi [The effect of computer-assisted teaching in initial literacy teaching on primary literacy skills of primary school first-grade students]. International Journal of Field Education, 1(1), 1-18.
• Hargrove, C. M. (2019). Integrating technology into the literacy curriculum within a first grade classroom (PhD Thesis). Rowan University Department of Language, Literacy, and Sociocultural Education College of Education, New Jersey.
• Haşlaman, T., Mumcu, F. K., & Usluel, Y. K. (2008). “Integration of ICT into the teaching-learning process: toward a unified model.” Paper presented at World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA), Vienna, June 30-July 4, Austria.
• Hilton-Prillhart, A. N., Hopkins, M. B., Skinner, C. H., & McCane-Bowling, S. J. (2011). Enhancing sight-word reading in second-grade students using a computer-based sightword reading system. Journal of Evidence-Based Practices for Schools, 12(2), 205–218.
• Jamshidifarsani, H., Garbaya, S., Lim, T., Blazevic, P., & Ritchie, J.M. (2019). Technology-based reading intervention programs for elementary grades: An analytical review. Computers & Education, 128(2019), 427-451.
• Johnson, L., Adams, S., & Cummins, M. (2012). NMC horizon report: 2012 K-12 edition. Austin: The New Media Consortium.
• Kaman, Ş. (2018). Dijital ve geleneksel metin temelli okuma çalışmalarının okuduğunu anlama, okuma hataları ve tutumları açısından karşılaştırılması [Comparison of digital and traditional text-based reading activities in terms of reading comprehension, reading errors and attitudes] (Unpublished Doctoral Dissertation). Gazi University Institute of Educational Sciences, Ankara.
• Karaman, G. (2013). Erken okuryazarlık becerilerini değerlendirme aracının geliştirilmesi, geçerlik ve güvenirlik çalışması [Development of early literacy skills assessment tool, validity and reliability study] (Unpublished Doctotal Dissertation). Gazi University Institute of Educational Sciences, Ankara.
• Kartal, H., Baltacı Göktalay, Ş., & Sungurtekin, Ş. (2017). Okuma yazma öğretimine yönelik eğitsel yazılımların çok boyutlu değerlendirilmesi [Multidimensional evaluation of educational software for literacy teaching]. Abant İzzet Baysal University Education Faculty Journal, 17(4), 1938-1956.
• Kaya, M. F. (2018). 4. Sınıf öğrencilerinin temel dil becerilerinin geliştirilmesine yönelik tersyüz sınıf modelinin uygulanması [Application of the flipped classroom model for the development of basic language skills of 4th grade students] (Unpublished Doctoral Dissertation). Eskişehir Osmangazi University Institute of Educational Sciences, Eskişehir.
• Kesik, C., & Baş, Ö. (2021). Sınıf öğretmenlerinin perspektifinden EBA ve eğitim portalları ile ilk okuma ve yazma öğretimi [Initial literacy teaching with EBA and education portals from the perspective of classroom teachers]. Theory and Practice in Educational Technology, 11(1), 93-115.
• Kesik, C. (2021). 5N1K teknoloji modelinin ilkokul 1. sınıfta okuma becerisine ilişkin bazı değişkenlere etkisi [The effect of the 5W1H technology model on some variables related to reading skills in the first grade of primary school] (Unpublished Doctoral Dissertation). Hacettepe University Institute of Educational Sciences, Ankara.
• Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade 1 to grade 2. Journal of Experimental Child Psychology, 113(1), 93-111.
• Knezek, G., & Christensen, R. (2007). Effect of technology-based programs on first and second grade reading achievement. Computers in the Schools, 24(3/4), 23-41.
• Kocaarslan, M. (2016). “Garfield” görselli 1-6. sınıflar için okumaya yönelik tutum ölçeğinin Türkçe uyarlama çalışması [Turkish adaptation study of the scale of attitude with “Garfield” visual towards reading for grades 1-6]. Elementary Education Online, 15(4), 1217-1233.
• Krcmar, M., & Cingel, D. P. (2014). Parent–child joint reading in traditional and electronic formats. Media Psychology, 17(3), 262-281.
• Larson, L. C. (2009). E-reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 53(3), 255-258.
• Larson, L. C. (2010). Digital Readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22.
• Lee, Y. H., & Wu, J. Y. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22(3), 336-342.
• Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. R. B. Ruddell and N. Unrau (Eds.), Theoretical models and processes of reading içinde (p. 1570-1613). Newark: International Reading Association.
• Littleton, K., Wood, C., & Chera, P. (2006). Interactions with talking books: Phonological awareness affects boys’ use of talking books. Journal of Computer- Assisted Learning, 22(5), 382–390.
• Lovell, M., & Philips, L. (2009). Commercial software programs approved for teaching reading and writing in the primary grades: Another sobering reality. Journal of Research on Technology in Education, 42(2), 197-216.
• Luo, T., Lee, G-L., & Molina, C. (2017). Incorporating istation into early childhood classrooms to improve reading comprehension. Journal of Information Technology Education: Research, 16, 247-266.
• Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29, 266–287.
• Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research on Reading, 29(2), 162-172.
• Mann, V. (1987). Measuring phonological awareness through the invented spellings of kindergarten children. Merrill Palmer Quarterly, 33, 365-69.
• Mayer, R. E. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. (R. Moreno, Ed.). J. L. Plass, R. Moreno and R. Brünken (Eds.), in Cognitive load theory (p. 131-152). Cambridge University Press
• McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
• McKenna, M., Reinking, D., Labbo, L., & Kieffer, R. (1999). The electronic transformation of literacy and its implications for the struggling reader. Reading and Writing Quarterly, 15, 111-126.
• McMillan, J., & Schumacher, S. (1997). Research in education: A conceptual introduction (4th ed.). Boston: Addison Wesley Longman, Inc.
• Musti-Rao, S., Lo, Y., & Plati, E. (2015). Using an ipad app to improve sight word reading fluency for at-risk first graders. Remedial and Special Education, 36(3), 154-166.
• Nunes, T., Bryant, P., & Barros, R. (2012). The development of word recognition and its significance for comprehension and fluency. Journal of Educational Psychology, 104(4), 959–973
• Organisation for Economic Co-operation and Development [OECD]. (2010). PISA 2009 results: What students know and can do—Student performance in reading, mathematics and science. OECD.
• Orhan Karsak, H. G. (2014a). Bilgisayar destekli ilk okuma yazma öğretimine ilişkin öğretmen görüşlerinin incelenmesi [Examination of teachers’ views on computer-assisted initial literacy teaching]. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi (40), https://dergipark.org.tr/en/pub/abuhsbd/issue/32926/365761
• Orhan Karsak, H. G. (2014b). Bilgisayar destekli öğretimin ilkokuma yazma başarısına etkisi [The effect of computer assisted teaching on initial literacy achievement]. Journal of Theoretical Educational Science, 7(1), 114-134.
• Özdemir, K. (2017). Sınıf Öğretmenlerinin birinci sınıf yazma öğretimi sınıf içi uygulamalarına ilişkin görüşleri [Primary school teachers’ opinions on classroom practices used in initial literacy teaching]. Academy Journal of Educational Sciences, 1(1), 55-72.
• Özerbaş, M. A., & Güneş, A. M. (2015). Sınıf Öğretmenlerinin ilkokuma yazma öğretimi sürecinde eğitim teknolojilerini kullanmaya yönelik görüşleri [The views of primary school teachers concerning the use of educational technologies in teaching in the initial reading and writing process]. Kastamonu Education Journal, 23(4), 1775-1788.
• Özmen, B, Koçak Usluel, Y., & Çelen, F. (2014). Integration of information and communication technologies into the teaching-learning process: Existing situation and trends in the literature. Journal of Theory and Practice in Education, 10(5), 1224-1253.
• Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy, European Early Childhood Education Research Journal, 24(1), 5-24.
• Patton, Q. M. (1987). How to use qualitative methods in evaluation. California: Sage Publications.
• Pennington, B. F., & Lefly, D. L. (2001). Early reading development in children at family risk for dyslexia. Child Development, 72(3), 816–833.
• Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.
• Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity and prosody. The Reading Teacher, 59(7), 704-706.
• Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. New York: Pearson.
• Rubba, J. (2004). Phonological awareness skills and spelling skills. Retrieved on http://cla.calpoly.edu/~jrubba/phon/phonaware.html
• Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61(6), 1728-1743
• Sorrell, C. A., Bell, S. M., & McCallum, R. S. (2007). Reading rate as a function of computerized versus traditional presentation mode: A preliminary study. Journal of Special Education Technology, 22(1), 1-12.
• Sorrell, C. A., Bell, S. M., & McCallum, R. S. (2007). Reading rate as a function of computerized versus traditional presentation mode: A preliminary study. Journal of Special Education Technology, 22(1), 1–12.
• Soydaş, B., & Ertem, İ. S. (2019). Dijital metinleri tekrarlı okumanın ilkokul 4. sınıf öğrencilerinin akıcı okuma ve anlama becerileri üzerine etkisi [The effect of repeated reading of digital texts on fluent reading and comprehension skills of primary school 4th grade students]. Social Mentality and Researcher Thinkers Journal, 5(26), 1987-2005.
• Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
• Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.
• Şahin, F., & Çakır, R. (2018). Çoklu ortam materyallerinin okuma-yazma güçlüğü çeken öğrencilerin okuma-yazma becerileri üzerinde etkisi [The effect of multimedia materials on the literacy skills of students with literacy difficulties]. Journal of Instructional Technologies & Teacher, 7(2), 75-90.
• Şentürk Leylek, B. (2018). İlkokul üçüncü sınıf öğrencilerinin okuma becerilerinin gelişiminde ve okumaya yönelik tutumlarında dijital hikâyelerin etkisi [The effect of digital stories on the development of primary school third grade students’ reading skills and attitudes towards reading (Unpublished Doctoral Dissertation)]. Bursa Uludağ University Institute of Educational Sciences, Bursa.
• Taşkaya, S. (2010). Okuma problemlerinin giderilmesinde renkli metinlerin etkisi [The effect of colored texts in solving reading problems]. Ondokuz Mayıs University Journal of Education Faculty, 29 (2), 21-36.
• Uğurlu, C. (2009). İlköğretim birinci sınıf öğretmenlerinin yapılandırmacı öğrenme yaklaşımı ile ilk okuma yazma öğretimine ilişkin görüşleri [Views of primary school teachers on the constructivist learning approach and initial literacy teaching]. Electronic Journal of Social Sciences, 8(30), 103-114.
• Usluel, Y., & Yıldız, B. (2012). Bilgi ve iletişim teknolojilerinin öğrenme öğretme sürecine entegrasyonu: süreçle ilgili kontrol listesinin geliştirilmesi [Integration of information and communication technologies into the learning-teaching process: developing a process-related checklist]. Presented at the 10th National Science and Mathematics Education Congressi, 27-30 June 2012, Niğde University, Niğde.
• Usluel, Y., Özmen, B., & Çelen, K. (2014). Integration of information and communication technologies into the teaching-learning process: existing situation and trends in the literature. Journal of Theory and Practice in Education, 10(1), 1-23.
• Yıldız, S. (2010). İlkokuma yazma öğretiminde çoklu ortam uygulamalarının okuma becerisi üzerinde etkililiği [The effect of multimedia applications on reading skills in initial literacy teaching]. Bolu Abant İzzet Baysal University Journal of Graduate School of Social Sciences 10(2), 31-63.
• Yılmaz, E., & Dikici Sığırtmaç, A. (2008). İlköğretim birinci sınıfa devam eden çocukların ilk okuma yazmaya geçiş sürelerinin okul öncesi eğitim alma durumuna göre incelenmesi [Investigation of primary school first-grade students’ time of transition to reading depending on their status of having pre-school education]. Contemporary Education, 349, 30-36.
• Yunus, M. M., Nordin, N., Salehi, H., Sun, C. H., & Embi, M. A. (2013). Pros and cons of using ICT in teaching ESL reading and writing. International Education Studies, 6(7), 119-130.
• Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of educational research, 86(4), 1052-1084.
• Zipke, M. (2017). Preschoolers explore interactive storybook apps: the effect on word recognition and story comprehension. Educ Inf Technol, 22, 1695-1712.