A Comparison of Sixth Grade Students' Reading Comprehension on Two Different Digital Formats

Creative Commons License

Yılmaz M. B. , Orhan Ş. F. , Uğraş T. , Kayak S.

World Conference on Educational Multimedia, Hypermedia and Telecommunications,, Tampere, Finlandiya, 23 - 27 Haziran 2014, cilt.2014, ss.702-707

  • Cilt numarası: 2014
  • Basıldığı Şehir: Tampere
  • Basıldığı Ülke: Finlandiya
  • Sayfa Sayıları: ss.702-707


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