Abstract:

The aim of this research is to explore what the difference between screen reading and traditional reading, in light of the developing information technologies, is between the students of 5th grade and the source of response. Response sources are organized in the form of texting meaning, non-texting meaning and texting meaning. In this study, a causal comparison method was used to determine the effect of screen reading on the meaning of primary school five-class students in the Turkish class. The level of meaning is compared according to traditional reading to determine the effect of screen reading on making meaning. The research was carried out with 31 students of the fifth class who were educated and taught at the Mustafa Yazıcı Primary School in 2011-2012. In this study, four different texts were used, two informative and two narrative texts, in the traditional and computer environments determined according to the expert opinions. There is no difference between the text in the traditional environment and the text on the screen in terms of visual design. In this study, the questions developed for the analysis of the data were created by the researcher and taking the expert opinions. Questions prepared to measure the ability to make meaning include three different sources: in-text, non-text and between-text. The results of the pilot study found that the questions were valid and reliable. The SPSS 17 package program was used for data analysis and was considered at 0.05 meaning level with the T-Test. While the findings of the research showed a significant difference in terms of text-internal meaning in terms of traditional reading, there was no significant difference in terms of non-text and intertext meaning. In general, there is also a significant difference in understanding of the conventional reading. In informative and narrative texts, there is no significant difference between traditional reading and screen reading.

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