Abstract:

The aim of this research is to study in primary school 2nd grade students in terms of digital book reading and printing books reading in mind and understanding what they read. Digital books have become a requirement with the transfer of everything that is printed as a result of the development of technology to the digital environment. Digital books can be prepared with content such as text, audio, picture, video. This study was conducted with 30 second-class students studying at the Basic Primary School connected to Ankara/Etimesgut during the spring period of the 2018-2019 educational year. The average age of these students (N = 30) is 7. The research has a karma design in which qualitative and quantitative methods are used together. The study followed a semi-experimental method with the first test, the last test control group. There were also individual conversations with students and focused group conversations. Students were randomly assigned to two groups when data was created. One of these two groups is randomly identified as a digital book reading group and the other as a printed book reading group. The experiment group consists of 15 students, and the control group consists of 15 students. The study adapted to Turkish of the scale of attitude to read for visual 1-6. classes "Garfield" as a pre-test and final test (Kocaaslan, 2016) was implemented. The Cronbach alpha internal consistency ratio for the Turkish form was .88 of the measurement. The assessments on the scale indicate that the Turkish form of the scale is valid and reliable for this research group. Students who read digital books have completed the application process by reading digital books. The application is limited to a total of 5 weeks, including 2 lessons per week. In order to identify the differences in groups, the researchers developed the "Mindful and Reading Understanding Survey" by applying the frequency range and the durability of understanding that it is read was tested in mind. The study found the difference between the group who read digital books and the group who read print books and the ability to understand and keep in mind. One-Way ANOVA (Tukey’s Method) scale is applied to the pre-test and final test results. In the applied scale there is no meaningful difference in the pre-test while the final test results show that the digital book-reading group is more positive than the printing book-reading group (P<0.05). The gender difference was found when compared the pre-test and final test scores (P<0.05). The scores of girls who read both digital and print books are higher than men who read both digital and print books. It has also been shown that the ability to understand what you read is higher than the ability to read the digital books by girls.

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