Examining the relationship between screen reading fluency levels and digital reading motivation of fourth grade students

With the development of technology, the increase in information density and speed of information sharing has caused digital transformation in many areas. Reading skills have inevitably been affected by this process and the concept of "digital reading" has emerged. In this context, it is important to examine the concept of "digital reading", which is encountered more and more frequently in the digitalizing world, from different perspectives. This study aimed to examine the relationship between the fluent reading levels of fourth-grade students on the screen and their digital reading motivation. Survey model, one of the quantitative research models, was used to examine the relationship between students' screen reading fluency levels and digital reading motivation. A total of 154 fourth grade students from three different schools in Korgan District of Ordu province participated in the research in the 2022-2023 academic year. The study group was formed by taking samples using a simple random method. In the study, data were collected through the "Digital Reading Motivation Scale", "Prosodic Reading Scale", "Reading Text", "Accurate Reading Formula" and "Reading Speed Formula". In the first stage of the data collection process, the "Digital Reading Motivation Scale" was applied to the students. Then, the students were made to read a text. Then, the students' reading fluency was measured using the Accurate Reading Formula, Reading Speed Formula and Prosodic Reading Scale. The data obtained was analyzed and as a result of the research, no significant relationship was found between the screen reading fluency levels of fourth grade students and their digital reading motivation. In the research, it is recommended to organize activities that will direct students to digital reading and improve students' digital reading skills.