Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Abstract

In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

A Meta-Analysis Examining Children's Comprehension in Electronic Reading Environments

“…For that reason, these studies were unsuitable for this meta-analysis because they do not account for changes in comprehension due to repeated use of reading technology. Further, Gözüküçük and Günbas (2020) and Kaman and Ertem (2018) actually met all the eligibility criteria including the desired treatment conditions. Alas, the data reported was unparametric, using rank values in place of actual values for the comprehension outcomes.…”