The Effect of Digital Stories on Reading Speed and Reading Comprehension in Multi-Grade Classrooms

Abstract

Reading is not merely the vocalization of words; rather, it is a process of mentally restructuring and interpreting perceived symbols. Reading comprehension, the foundation of academic achievement, is formed by the integration of fundamental components such as accurate word recognition (correct reading) and appropriate reading speed (automatization). Deficiencies in word recognition and reading speed directly and adversely affect the reading comprehension process. Although printed materials are widely used in traditional educational settings, digital stories and digital reading tools are gaining increasing importance with the integration of technology into education today. Research indicates that digital stories and reading applications supported by visual and auditory elements reduce reading errors, increase reading speed, and contribute positively to comprehension by enhancing reading motivation. Particularly in multi-grade classrooms where students of different ages and levels are educated together, the use of technological materials addressing individual learning paces plays a critical role in terms of equal opportunity and efficiency in education. In this context, the primary aim of this research is to examine the effect of using digital stories on students' reading speed and reading comprehension levels in schools implementing multi-grade classrooms. The research was conducted in two village schools (Büyüktepe Primary School and Esenli Primary School) implementing multi-grade classrooms in the Kızıltepe district of Mardin province. The study group consists of a total of 30 students, including 17 students from Büyüktepe Primary School (9 in 3rd grade, 8 in 4th grade) and 13 students from Esenli Primary School (7 in 3rd grade, 6 in 4th grade). A quasi-experimental design was used in the study; based on the pre-test results between the schools, Büyüktepe Primary School, which had a lower average achievement, was determined as the experimental group, while the other school was designated as the control group. During the 4-week implementation period, a technology-supported process was followed in the experimental group, where students listened to digital stories via headphones and watched video stories presented on a smartboard. In the control group (Esenli Primary School), the same content was processed using traditional methods through photocopied materials on paper. The post-test data applied at the end of the study reveal that the teaching process enriched with technological materials significantly increased students' achievement scores compared to traditional methods and contributed positively to their reading skills.