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ERIC Number: EJ1016714
Record Type: Journal
Publication Date: 2013-Oct
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1554-5210
The Influence of Personalization of Online Texts on Elementary School Students' Reading Comprehension and Attitudes toward Reading
Ertem, Ihsan Seyit
International Journal of Progressive Education, v9 n3 p218-228 Oct 2013
The purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students' comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two (personalized online text and non-personalized online text) groups. Prior to reading online texts, each students completed personal interest inventory for use in personalizing the online texts. Reading comprehension scores were measured by using multiple choice questions and an attitude survey was administrated to measure subjects' motivation, enjoyment and interestingness. Although the mean score of the personalized text group was slightly higher than non-personalized text group and in contrast to patterns found within research on online reading environments, independent t-test showed that the differences in the comprehension scores between two groups were not significant. According to attitude survey results personalized text group showed higher motivation, interestingness and enjoyment than the other group.
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A