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    İlkokul Dördüncü Sınıf Öğrencilerinin Kâğıttan Okuma Becerileri ile Ekran Okuma Tercih Düzeyleri Arasındaki İlişkinin İncelenmesi
    (Trakya Üniversitesi, 2016) Macit, İbrahim; Demir, Mehmet Kaan
    The aim of this study is to evaluate the paper and screen reading skills of the 4th-grade elementary students according to some variants. 102 students in total from four schools in Çanakkale Province participated in the research. Research data were gathered by Reading Skills Scale developed by Obalar (2009) and Screen Reading Preference Levels Scale validity and credibility tests of which is carried out by the researchers. In the research, students were made to read texts which are at the same level from the paper one by one in different environments, 2 observers evaluated the reading skills of the students and the data was obtained by applying Screen Reading Preference Levels Scale to the same students. Analysis of the data was carried out by SPSS 21.0 programme. While the analysis of the data was carried out in line with the sub-goals, as for the descriptive analyses, results of frequency, percentage, arithmetic average and standard deviation are used as descriptive statistics. After the hypothesis testing, it was decided to carry out Pearson correlation test for relationship analyses, independent sample t-Test for the difference analyses in accordance with gender variable, Kruskall Wallis H test for difference analysis in accordance with the weekly time to read books variables. The significance level was taken to be (p), 05.It was suggested that screen reading preference levels did notdemonstrate a meaningful difference according to the gender variant, paper reading skill levels demonstrated a meaningful difference according to the gender variant in favour of female students. It was understood that 82,4% of the students preferred screen reading at a medium level and paper reading skill levels of 49% of the students were at a partially sufficient level as well. Also, a meaningful relationship between the weekly time to read books and screen reading preference was not found, and a relationship which is in a positive direction, meaningful at a small level emerged between the weekly time to read books and paper reading skills. There isn’t a meaning relationship between students’ weekly time to read books and screen reading preferences