Abstract:

The aim of this study is to determine the impact of repeated reading of digital texts on the fluent reading (speed, accuracy, prozodi) and understanding skills of the fourth class students. The study 2018-2019 Education Teaching Year was conducted in the first semester in a state school affiliated with the province of Kırşehir, with 21 students going to the fourth class. In the eight-week application, students and students were conducted repeated reading and understanding activities with a different digital text every week. The study used a single-group pre-test-final test test model of semi-experimental patterns. In the study, the data collection tool was used as "False Analysis Inventory", "Procedural Reading Scale" and "Test of Understanding what you read". Study results show that students have increased their reading rates, reduced their reading errors and improved their prozotic reading rates. It has also seen progress in the skills of students to understand what they read. In light of the results obtained from the study, it appears that repeated reading is an effective method in developing students’ fluent reading and understanding skills. However, if educators can use digital texts correctly and plannedly, they can use them as an effective tool in their studies to improve students’ fluent reading and understanding skills.

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