The contribution of digital stories developed with Web 2.0 tools to the reading comprehension of primary school 2nd grade students

In this study, it was aimed to find the contribution of digital stories developed with Web 2.0 tools to the reading comprehension of 2nd grade primary school students. Qualitative and quantitative data were interpreted together by using mixed method in the study. Research data were collected through reading comprehension questions developed by the researcher, student interview form and researcher diary. The study group of the research consisted of a total of 10 second grade primary school students. In the first stage of the research, digital and interactive stories were developed by the researcher using web 2.0 tools. In the implementation process of the research, firstly, digital and interactive story activities were presented to 10 primary school second grade students, and the scores of the reading comprehension questions obtained by the students from these texts constituted the pretest data. The application lasted 9 weeks. In the first week, the first text was applied and the evaluation questions were accepted as pretest. The applications continued for the next 6 weeks, and the questions of the text applied in the 7th week were accepted as the post-test. Two weeks after the last application, another application was made and retention was tested. In the last stage of the study, the 'Form for determining the opinions of 2nd grade primary school students about digital and interactive books' was applied to determine the opinions of 10 students, who were the interview group, about digital and interactive books. The answers to the comprehension questions about the texts were evaluated by two classroom teachers. In order to determine the contribution of the applications to the comprehension levels of the 2nd grade primary school students, the development curve was analysed. The researcher's observations and student opinions were analysed by content analysis. According to the findings of the study, it was observed that the contribution of the applications to reading comprehension was positive according to the development curves of the scores obtained from the pretest-posttest data and retention data of the students. Differences were observed in the pre-application, during-application and post-application processes of the students during the activity process. It was determined that the students participated in these application activities with great enthusiasm and wanted these applications to continue.