The Effect of Hypertexts with Different Lengths on Reading and Comprehension Skills of the Students

In this study, the effect of page lengths of hypertexts which were prepared for reading and learning in Turkish language teaching on the reading and comprehension skills of primary school fifth year students. The study which was designed with experimental method was carried out with 60 students in two sections which were randomly chosen among the fifth grades of primary schools in Kırşehir province. The students in these two sections were randomly assigned as experimental and control groups. An achievement test on reading comprehension was applied as pretest in order to determine the preparedness of both groups. After that, the students were asked to read 4 texts (two of them were narrative and two of them were informative) that were determined to be appropriate for the grade levels by means of scrolling down the page method for the experimental group and page by page method for the control group. A comprehension test that was composed of 25 comprehension questions about the assigned texts was implemented to the student in both experimental and control groups as the posttest. At the end of the study, it was found that the comprehension test scores of the students in group with longer pages were higher than the ones in group with shorter pages.