This study aims to investigate the difference of understanding between screen reading and traditional reading of 5. Graders according to answer references in consideration of developing Information Technologies. Answer references were arranged into intratextual understanding, nontextual understanding and intertextual understanding. In this study, causal-comparative method is used in order to find out the effect of screen reading of 5. Graders of the primary schools on understanding in Turkish classes. The level of understanding was compared to traditional reading to indicate the effect of screen reading. The study was done with 5. Graders who were 31 totally and getting education in Mustafa Yazıcı Primary School in Aksaray in 2011-2012 Academic Year. In this study, two informative and two narrative texts in traditional form and in computer format were used in accordance with experts’ opinion. There is no difference between the traditional texts and the ones in computer format in terms of visual design. In this study, the questions developed for the data analysis were prepared by the researcher and expert opinions were taken into consideration. The questions to evaluate the understanding ability consist of three different sources as intratextual, nontextual and intertextual. As a result of the pilot study, the questions were found to be valid and reliable. SPSS 17 package program was used for the evaluation of data analysis, and it was considered in the light of 0.05 meaningfulness level with t-Test. In the findings of the study, there was a meaningful difference for the traditional paper reading in terms of intratextual understanding whereas it was seen that there was no relevant difference in the sense of nontextual and intertextual understanding. Furthermore, a meaningful difference was found in favor of traditional reading with regard to understanding in general terms. It was seen that there was no relevant difference between traditional and screen reading in informative and narrative texts.
Reading, Screen Reading, Comprehension, Texts, Hypertexts