Effects of linear texts in page scrolling and page-by-page reading forms on reading comprehension introduction

Abstract

This research aims to analyse the Effect of Scrolling and page by page moving Static Texts on Comprehension of Screen Reading of 4th grade students. The sample was composed of 46 students of 4th grade students of a elementary school in Ki{dotless}rşehir Central Province. The classrooms of the participants were selected by random sampling method and compared in the quasi experimental design. The students were assigned to experiment and control group according to the result of drawing. The achievement test for reading comprehension has been applied as a baseline test in order to understand the readiness level of the two groups. Then, 6 texts, compliant with the level of the students, (two narrative and two informative texts and a poem) were read by the students. The students in the experiment group read the text with scrolling method and the students in the control group read the text with page by page moving method. As a post test, reading comprehension test, which composed of 30 questions, has been applied to students of both groups. Results showed that there is no significant difference between the comprehension scores of students who followed the page scrolling method and those who followed page-by-page reading method. © The Turkish Online Journal of Educational Technology.