Printed versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students

Autor/inn/en	Dagli Gökbulut, Özlem; Güneyli, Ahmet
Titel	Printed versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students
Quelle	In: Education Sciences, 9 (2019), Artikel 246 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Güneyli, Ahmet)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Printed Materials; Vocabulary Development; Electronic Publishing; Special Needs Students; Inclusion; Reading Comprehension; Comparative Analysis; Instructional Effectiveness; Books; Reading Skills; Special Education; Foreign Countries; Teaching Methods; Elementary School Students; Reading Research; Cyprus + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Elektronisches Publizieren; Sonderpädagogischer Förderbedarf; Inklusion; Leseverstehen; Unterrichtserfolg; Book; Buch; Monographie; Monografie; Reading skill; Lesefertigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung; Zypern
Abstract	In this research, an effort is made to compare the effectiveness of reading texts presented through electronic books in a computer environment and regular (printed) texts, in terms of the development of the reading comprehension and vocabulary acquisition skills of students with special needs within inclusive educational environments. The research was designed with 'Adaptive Alternating Applications', and the study group of the research was formed by using the 'purposive sampling' method. As a requirement of the research design used, two special needs students were studied. According to the results of the study, the vocabulary acquisition levels of both students produced more effective results in presentations made with electronic texts, and in addition, electronic texts were found to be more effective in improving reading comprehension skills than printed texts. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01