The effect of collaborative e-book with fable animation content on reading performance of students' with special learning disabilities

In this study is to develop and to investigate effects of a collaborative e-book with fabl animation content that will support reading accuracy, reading speed and reading comprehension performance of students with special learning disabilities. Then, a two-stage research process was planned. The first stage includes action research involving the development of a collaborative e-book with fabl animation content. The experimental process, which examines the effectiveness of e-book on reading rate, reading accuracy and reading comprehension performances. In the experimental process, a single subject experimental model was employed. The participants of the study consisted of three children aged between 13 and 14 years with special learning disability diagnosis. At the beginning of the implementation process, pre-tests about reading accuracy, reading speed and reading comprehension were applied. After the implementatioN, the students were given post-tests on reading accuracy, reading rate and reading comprehension. According to the findings of the study, the e-book supported the reading accuracy performance of all three students with learning disability. The students read the text given to them with fewer errors in the post-test. When the reading rate data were examined, it was seen that the students read the text given to them in the post-test in short time. Students performed better on reading comprehension questions about the text. While the book contains animations, animal characters, the facility to talk to friends, it is mentioned as particularly positive, while the exhausting process is one of the negative characteristics expressed by the students. Keywords: e-book, learning disability, fable, social constructivism, reading, proximal development area, scaffolding