An investigation of the relationship between elementary school students' reading comprehension achievement, their reading motivation and digital addiction

The aim of this study is to determine the reading comprehension achievement, reading motivation and digital addiction levels of primary school students and to examine the relationship between these variables. The study group of the research, in which the correlational survey model was used, consisted of third and fourth grade students in three primary schools in Muratpaşa district of Antalya province. The data of the study were collected with 'Achievement Test for Reading Comprehension', 'Reading Motivation Scale for Texts' and 'Digital Addiction Scale for Children'. As a result of the research, it was determined that the reading achievement of third and fourth grade primary school students was at a medium level, their reading motivation was above the medium score of the scale and their digital addiction was below the medium score of the scale. It was determined that there was a low level positive relationship between reading comprehension achievement and reading motivation of primary school students, a low level negative relationship between reading comprehension achievement and digital addiction, and a moderate level negative relationship between reading motivation and digital addiction. It was determined that reading motivation and digital addiction levels of primary school students predicted 9% of reading comprehension achievement. In line with the results of the research, in order to increase the reading comprehension achievement of primary school third and fourth grade students, suggestions were made to carry out reading comprehension activities in and out of the classroom in which students can participate effectively, to pay attention to increasing students' reading motivation and to reduce the time students spend in front of the screen.