The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental groups and a control one. Participants in the experimental groups read throughout the treatment period according to a preset schedule using one of three diverse electronic reading formats (PDF, gamified, or customized), whilst participants in the control group read utilizing a paper guided reading plan. The participants' experiences playing video games online were analyzed via a technique called the quasi-experimental approach. Acco...

The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.

In today's world, the rapid spread of technology affects educational life. It has become common place in many countries to read digital texts on tablet computers, preferred for their portability, and long charging times; projects are done to improve educational quality in many countries. However, research is limited about how reading digital texts affects reading skills of primary students. The aim of this study is to investigate the effect of digital text readings on reading comprehension, reading fluency, and reading attitude of 4th grade students. Research Methods: The mixed method, in which quantitative and qualitative research methods are used together, has been employed in the research. The reading levels of 75 students attending 4th grade in four primary schools were determined by pre-test, and the 30 students with the lowest scores were selected. An experimental and a control group were formed by randomly assigning the students to one of the two groups. Each group contained 15 students. Findings: The quantitative findings showed that the use of digital texts had influence on improving fluency and reducing reading mistakes, while it did not affect students' reading attitudes and its effect on comprehension lasted a short time. According to qualitative findings, students were eager and excited. Implication for Research and Practice: If educational environments are inevitably influenced by technological devices, it becomes crucial to use technological devices in a planned and appropriate manner. We suggest that teachers also apply reading activities with digital texts to improve the reading achievement of primary students.

The study focused on the effect of using Electronic storybooks in teaching Reading among 47 Grade 2 learners of PAREF Southcrest School in Gov. Cuenco Ave., Banilad, Cebu City for school year 2016-2017. Specifically, it looked into the pre-posttest level of performance among the control group: learners exposed to e-storybook paper format and the experimental group: learners exposed to electronic storybooks in teaching reading. Aside from the reading performance of the two groups, a triangulation data from students, teachers and parents were collected to determine different outlook on the benefit of electronic storybooks to learners' performance in the learning process. It was established that the use of Electronic storybook or E-storybook has significant improvement on the experimental group which achieve higher scores compared to the control group. However this significant improvement was only evident in the Noting details in Running record. It was also found that the e-storybooks is a helpful supplementary tool in enhancing a skill particularly in oral reading which later on will support better comprehension. Based on the results of the study, specific reading skills may only be acquired with a well-formulated lesson planning and worksheets. Also, estorybooks provide multimedia elements that could engage learners' to show high interest and great motivation in this supplementary tool which makes them active participants in the teaching learning process. In effect, most learners tend to consider choosing the use of e-storybooks. While some teachers and parents find e-storybooks helpful reading tools, mindful selection should be considered. Educators and parents should be cognizant of current research when considering which estorybook hypermedia elements should be available in the e-storybooks so there will be developmentally appropriate alignment with the instructional goals to avoid its distracting features.

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.