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Dijital Öyküler Ve Türkçe Eğitiminde Kullanımı

Yıl 2017, Cilt: 1 Sayı: 1, 76 - 105, 15.10.2017


Bu araştırma dijital ve interaktif öyküler hakkında bir derleme çalışmasıdır.


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  • 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).
  • Coeus. (2008). Ebooks vs. 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.
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
Toplam 85 adet kaynakça vardır.


Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler

Nesime Ertan Özen

Erol Duran

Yayımlanma Tarihi 15 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 1 Sayı: 1

Kaynak Göster

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