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The Effect of Digital Texts on Primary Students' Comprehension, Fluency, and Attitude

Yıl 2018, Cilt: 18 Sayı: 76, 147 - 164, 31.07.2018

Öz

Purpose: In today's world, the rapid spread of technology affects educational life. It has become common place in many countries to read digital texts on tablet computers, preferred for their portability, and long charging times; projects are done to improve educational quality in many countries. However, research is limited about how reading digital texts affects reading skills of primary students. The aim of this study is to investigate the effect of digital text readings on reading comprehension, reading fluency, and reading attitude of 4th grade students.

Research Methods: The mixed method, in which quantitative and qualitative research methods are used together, has been employed in the research. The reading levels of 75 students attending 4th grade in four primary schools were determined by pre-test, and the 30 students with the lowest scores were selected. An experimental and a control group were formed by randomly assigning the students to one of the two groups. Each group contained 15 students. Findings: The quantitative findings showed that the use of digital texts had influence on improving fluency and reducing reading mistakes, while it did not affect students' reading attitudes and its effect on comprehension lasted a short time. According to qualitative findings, students were eager and excited. Implication for Research and Practice: If educational environments are inevitably influenced by technological devices, it becomes crucial to use technological devices in a planned and appropriate manner. We suggest that teachers also apply reading activities with digital texts to improve the reading achievement of primary students.

Kaynakça

  • Akbar, R. S., Taqi, H. A., Dashti, A. A., & Sadeq, T. M. (2015). Does e-reading enhance reading fluency? English Language Teaching, 8(5), 195-207.
  • Akyol, H. (2008). Turkce ogretim yontemleri [Turkish teaching methods]. Ankara: Kok Yayincilik.
  • Bastug, M. & Keskin, H. K. (2013). Ergenlik donemi okuma tutum olceginin turkceye uyarlanmasi [Adaptation of adolescence period reading attitude scale to turkish]. Turkısh Studies, 8(4), 295-311.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications.
  • Gungoren, O. C., Bektas, M., Ozturk, E., Horzum, M. B. (2014). Tablet bilgisayar kabul olcegi- gecerlik ve guvenirlik calismasi [Tablet computer acceptance scale-validity and reliability study]. Egitim ve Bilim, 39(176), 69-79.
  • Johnson, L., Adams, S., & Cummins, M. (2012). Join the conversation. join the community. Join the NMC. (Horizon Report). Retrieved from https://www.nmc.org/pdf/2012-horizon-report-K12.pdf
  • Jonassen, D. H. (1999). Computers as mindtools for schools: Engaging critical thinking. Englewood Cliffs, NJ: Prentice Hall.
  • Komis, V., Ergazakia, M., & Zogzaa, V. (2007). Comparing computer-supported dynamic modeling and 'paper & pencil' concept mapping technique in students’ collaborative activity. Computers & Education, 49(4), 991-1017.
  • Larson, L. C. (2010). Digital readers: the next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22. Leu, D. J., O’Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Expanding the new literacies conversation. Educational Researcher, 38(4), 264-269.
  • Luke, A. (2012). Talking and Reading and writing the world, journal of adolescent & Adult Literacy. International Reading Association, 56(1), 8-13.
  • McCannon, M., & Crews, T. B. (2000). Assessing the technology needs of elementary school teachers. Journal of Technology and Teacher Education, 8(2), 111-121.
  • Quintana, B. B., & Donovan, L. (2013). Storytime using ipods: using technology to reach all learners. TechTrends, 57(6), 49-56.
  • Reichenberg, J. L. (2014). Theuse of iPads to facilitate growth in reading comprehension skills of second grade students. Doctorial Dissertation, Liberty University. Lynchburg, VA.
  • Sackstein, S., Spark, L., & Jenkins, A. (2015). Are e-books effective tools for learners? Reading speed and comprehension iPad vs. paper. South African Journal of Education, 35(4), 1-14.
  • Schneps, M. H., Thomson, J. M., Sonnert, G., Pomplun, M., Chen, C. & Heffner Wong, A. (2013). Shorter lines facilitate reading in those who struggle. PloSome, 8(8), 1-16.
  • Thoermer, A., & Williams, L. (2012). Using digital texts to promote fluent reading. The Reandin Teacher, 66(7), 441-445.
  • Tolani, B. N., McCormac, M., & Zimmermann, R. (2009). An analysis of the research and impact of ICT in education in developing country contexts. Journal of Education for International Development, 4(2), 1-12. VanAken, A. M. (2014). Effect of EBooks on Reading Level, Reading Behaviours and Attitude of Second Grade Students (Doctoral Dissertation). Liberty Universiy, Lynchburg, VA.
  • Walsh, M., & Simpson, A. (2013). Touching, tapping … thinking? Examining the dynamic materiality of touch pad devices for literacy learning. Australian Journal of Language and Literacy, 36(3), 148-157.
  • Wagner, D. A., Castillo, N. M., Murphy, K. M., Crofton, M., & Zahra, F. T. (2014). Mobiles for literacy in developing countries: An effectiveness framework. Prospects, 44(1), 119-132. Williams, M. A. (2010). Examining the efficacy of using iPod touches to deliver reading comprehension strategy instruction and to provide electronic text support on the reading comprehension performance of sixth-grade students (Doctorial Dissertation). University of Oregon. Yildirim, A., & Simsek, H. (2006). Sosyalbilimlerdenitelarastirmayontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayincilik

Dijital Metinlerin İlkokul Öğrencilerinin Okuduğunu Anlamasına, Akıcı Okumalarına ve Tutumuna Etkisi

Yıl 2018, Cilt: 18 Sayı: 76, 147 - 164, 31.07.2018

Öz

Problem Durumu: Eğitim öğretim denilince ilk akla gelen kavramlardan birisi ve belki de en önemlisi okumadır. Okuma becerisi ile ilgili çocuklar çok erken yaşlarda tanışmakta ve okuma işi ilgilerini çekmektedir. Günümüzde çocuklar okul çağına gelmeden okuma ve yazma becerilerini kazanabilmektedirler. Bunun en önemli sebebi ailelerin ilgisi ve çevre uyarıcıların fazlalığıdır. Okuma becerisini kazanan çocuklar ileriki yıllarda da bu beceriyi kullanmakta ve sürekli geliştirme durumunda kalmaktadır. Günümüzde bilgiye ulaşmanın çok farklı yöntemleri bulunmaktadır. Bu yöntemlerin başında ise teknoloji kullanımı gelmektedir. Kendini sürekli yenileyen teknoloji, çağın gereklerine hizmet etmek için en kullanışlı yol haline gelmiştir. Teknolojideki bu durum eğitim öğretim veren okullarımıza da yansımış ve her kademede kullanılmaya başlanmıştır. Öğrenciler ve öğretmenler gerek okul içerisinde gerekse okul dışında öğretme ve öğrenme etkinliklerini daha hızlı ve kalıcı hale getirmek için teknolojiyi kullanmaktadırlar. Bu bağlamda gelişmekte olan yeni okuryazarlığı faydalı ve etkili kullanmak için bazı becerilerin toplumun bireylerinde olması gerekmektedir. Kuşkusuz burada ki en büyük pay teknolojinin olacaktır. Günümüzde bilgisayarın bile artık demode olduğu, yerini dokunmatik tablet bilgisayarların ve akıllı cep telefonların aldığı bir süreçten geçilmektedir. İnternet kullanımının okul öncesi dönemlerde başladığı düşünüldüğünde teknolojinin getirdiği yenilikler hayatımıza çok erken yaşlarda girmeye başlamaktadır. Ülkemizde bu hızlı değişim karşısında farklı projeler geliştirmekte ve uygulamaktadır. Bu projeler arasında en kapsamlı olan FATİH (Fırsatlar Artırma ve Teknolojiyi İyileştirme Hareketi) projesi dikkat çekmektedir. Bu proje ile ilkokul, ortaokul ve lise öğrencilerinin tamamına kademeli olarak tablet dağıtımı gerçekleştirilecektir. Sınıflardan akıllı tahta ile birlikte de çalışabilecek olan bu tabletler, derslere yönelik dijital metinler ve ek çalışma kaynaklarının da sunulması ve etkileşimli bir sınıf ortamında eğitim-öğretim hizmetlerinin sürdürülmesi amaçlanmaktadır.

Kaynakça

  • Akbar, R. S., Taqi, H. A., Dashti, A. A., & Sadeq, T. M. (2015). Does e-reading enhance reading fluency? English Language Teaching, 8(5), 195-207.
  • Akyol, H. (2008). Turkce ogretim yontemleri [Turkish teaching methods]. Ankara: Kok Yayincilik.
  • Bastug, M. & Keskin, H. K. (2013). Ergenlik donemi okuma tutum olceginin turkceye uyarlanmasi [Adaptation of adolescence period reading attitude scale to turkish]. Turkısh Studies, 8(4), 295-311.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications.
  • Gungoren, O. C., Bektas, M., Ozturk, E., Horzum, M. B. (2014). Tablet bilgisayar kabul olcegi- gecerlik ve guvenirlik calismasi [Tablet computer acceptance scale-validity and reliability study]. Egitim ve Bilim, 39(176), 69-79.
  • Johnson, L., Adams, S., & Cummins, M. (2012). Join the conversation. join the community. Join the NMC. (Horizon Report). Retrieved from https://www.nmc.org/pdf/2012-horizon-report-K12.pdf
  • Jonassen, D. H. (1999). Computers as mindtools for schools: Engaging critical thinking. Englewood Cliffs, NJ: Prentice Hall.
  • Komis, V., Ergazakia, M., & Zogzaa, V. (2007). Comparing computer-supported dynamic modeling and 'paper & pencil' concept mapping technique in students’ collaborative activity. Computers & Education, 49(4), 991-1017.
  • Larson, L. C. (2010). Digital readers: the next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22. Leu, D. J., O’Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Expanding the new literacies conversation. Educational Researcher, 38(4), 264-269.
  • Luke, A. (2012). Talking and Reading and writing the world, journal of adolescent & Adult Literacy. International Reading Association, 56(1), 8-13.
  • McCannon, M., & Crews, T. B. (2000). Assessing the technology needs of elementary school teachers. Journal of Technology and Teacher Education, 8(2), 111-121.
  • Quintana, B. B., & Donovan, L. (2013). Storytime using ipods: using technology to reach all learners. TechTrends, 57(6), 49-56.
  • Reichenberg, J. L. (2014). Theuse of iPads to facilitate growth in reading comprehension skills of second grade students. Doctorial Dissertation, Liberty University. Lynchburg, VA.
  • Sackstein, S., Spark, L., & Jenkins, A. (2015). Are e-books effective tools for learners? Reading speed and comprehension iPad vs. paper. South African Journal of Education, 35(4), 1-14.
  • Schneps, M. H., Thomson, J. M., Sonnert, G., Pomplun, M., Chen, C. & Heffner Wong, A. (2013). Shorter lines facilitate reading in those who struggle. PloSome, 8(8), 1-16.
  • Thoermer, A., & Williams, L. (2012). Using digital texts to promote fluent reading. The Reandin Teacher, 66(7), 441-445.
  • Tolani, B. N., McCormac, M., & Zimmermann, R. (2009). An analysis of the research and impact of ICT in education in developing country contexts. Journal of Education for International Development, 4(2), 1-12. VanAken, A. M. (2014). Effect of EBooks on Reading Level, Reading Behaviours and Attitude of Second Grade Students (Doctoral Dissertation). Liberty Universiy, Lynchburg, VA.
  • Walsh, M., & Simpson, A. (2013). Touching, tapping … thinking? Examining the dynamic materiality of touch pad devices for literacy learning. Australian Journal of Language and Literacy, 36(3), 148-157.
  • Wagner, D. A., Castillo, N. M., Murphy, K. M., Crofton, M., & Zahra, F. T. (2014). Mobiles for literacy in developing countries: An effectiveness framework. Prospects, 44(1), 119-132. Williams, M. A. (2010). Examining the efficacy of using iPod touches to deliver reading comprehension strategy instruction and to provide electronic text support on the reading comprehension performance of sixth-grade students (Doctorial Dissertation). University of Oregon. Yildirim, A., & Simsek, H. (2006). Sosyalbilimlerdenitelarastirmayontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayincilik
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Safak Kaman Bu kişi benim

İhsan Seyit Ertem Bu kişi benim

Yayımlanma Tarihi 31 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 76

Kaynak Göster

APA Kaman, S., & Ertem, İ. S. (2018). The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude. Eurasian Journal of Educational Research, 18(76), 147-164.
AMA Kaman S, Ertem İS. The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude. Eurasian Journal of Educational Research. Temmuz 2018;18(76):147-164.
Chicago Kaman, Safak, ve İhsan Seyit Ertem. “The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude”. Eurasian Journal of Educational Research 18, sy. 76 (Temmuz 2018): 147-64.
EndNote Kaman S, Ertem İS (01 Temmuz 2018) The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude. Eurasian Journal of Educational Research 18 76 147–164.
IEEE S. Kaman ve İ. S. Ertem, “The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude”, Eurasian Journal of Educational Research, c. 18, sy. 76, ss. 147–164, 2018.
ISNAD Kaman, Safak - Ertem, İhsan Seyit. “The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude”. Eurasian Journal of Educational Research 18/76 (Temmuz 2018), 147-164.
JAMA Kaman S, Ertem İS. The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude. Eurasian Journal of Educational Research. 2018;18:147–164.
MLA Kaman, Safak ve İhsan Seyit Ertem. “The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude”. Eurasian Journal of Educational Research, c. 18, sy. 76, 2018, ss. 147-64.
Vancouver Kaman S, Ertem İS. The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude. Eurasian Journal of Educational Research. 2018;18(76):147-64.