Yılmaz, M. B., Orhan, F., Uğraş, T., & Kayak, S. (2014). A Comparison of Sixth Grade Students’ Reading Comprehension on Two Different Digital Formats. In J. Viteli & M. Leikomaa (eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 702-707). Association for the Advancement of Computing in Education (AACE).

Yılmaz, M.; Orhan, F.; Uğraş, T.; Kayak, S.

2014

Yılmaz, M. B., Orhan, F., Uğraş, T., & Kayak, S. (2014). A Comparison of Sixth Grade Students’ Reading Comprehension on Two Different Digital Formats. In J. Viteli & M. Leikomaa (eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 702-707). Association for the Advancement of Computing in Education (AACE).

Digital native students, as opposed to digital immigrants, do more reading on digital environments than on printed environments. The aim of this study was to learn whether reading comprehension, the key factor for learning, would be affected by this change of environment, and whether appropriate text formats for digital natives would give desired results. This study examined whether the reading comprehension levels of sixth graders who read various kinds of academic texts differed based on the text format. 113 students participated in the study whose reading comprehension skills were determined by IOWA test. Four texts in three different disciplines were prepared for the study. A part of the students read the texts on a linear design while the others on a multimedia design. The results demonstrated that for all text types, the main factor on students’ reading comprehension levels was not the type of environment but their reading comprehension skills.

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