THE EFFECT OF INTERACTIVE DIGITAL STORIES ON READING FLUENCY, READING COMPREHENSION AND READING MOTIVATION

Students at the primary school level need to acquire reading skills. Students who have not fully acquired reading skills in this period have slow academic progress in upper grades. Moreover, they may have some problems in developing social skills. The aim of this study is to improve the reading skills of students with anxiety level in the 4th grade. After determining the appropriate school and class for the purpose of the study, the reading levels of eighteen fourth grade students were determined by "error analysis inventory". Fifteen of the eighteen students were at the learning level, while three students were at the anxiety level. It was decided that one of these three students was not suitable for the study due to excessive absenteeism and reluctance to participate in the study as a result of interviews with the class teacher and the study started with two students. In this study, in which the effects of interactive digital stories on reading fluency, reading comprehension and reading motivation were examined, 30 sessions were carried out for a total of 10 weeks for two students, with three sessions per week and sessions lasting 15-45 minutes. In each session, each student read two interactive digital stories. Within the framework of ethical rules, the real names of the subjects were concealed and pseudonyms were used. After it was determined that the subjects with the pseudonyms Ali and Ahmet were at the anxiety level, some measurements were made before and after the intervention to determine their reading fluency, reading comprehension and reading motivation. It was revealed that the interactive digital story reading activities contributed positively to Ali and Ahmet's reading fluency, reading comprehension and reading motivation. Moreover, while Ali increased his error analysis inventory scores and moved from the anxiety level to the learning level, Ahmet remained at the anxiety level despite increasing his error analysis inventory scores. In addition, as a result of the interviews with Ali and Ahmet, they stated that they liked reading interactive digital texts very much and that they would like to read from time to time.