THE EFFECT OF DIGITAL-INTERACTIVE ENGLISH STORIES ON READING COMPREHENSION

The purpose of this study is to determine the effect of English storybooks (printed or interactive) on the fifth graders’ reading comprehension. The research was conducted in accordance with descriptive survey model. The first study group consists of 57 randomly chosen 5th grades students who study in Darıcı, Kestel and Kınık Secondary Schools in 2014-2015 education year in Kütahya, Simav. The second study group consists of 20 students who were chosen randomly from the first study group. At first 6 equivalent English storybooks were determined by the groupwork with 3 English language teachers and a field expert. 5 open-ended comprehension questions about the storybooks were formed. In the last stage of the research, an interview was conducted and 6 questions were asked to the students. By these questions it was aimed to understand students’ opinions about interactive storybooks. According to the findings of the research there is a statistically meaningful difference between the reading comprehension scores of the students on the interactive storybooks and on the printed books. The codes as “general view, preferences, attractiveness and health” emerged from students’ opinions about interactive storybooks. Majority of the students stated that they wanted all of their books in interactive form. Visuals, sound, touching the screen, moving visuals etc. got the attention of the students. Most of the students pointed out that interactive storybooks were not harmful to their health. But some students said that they had eye fatigue and pain in their hands.