Research Information System
READING RESEARCH QUARTERLY, vol.60, no.4, pp.1-24, 2025 (SSCI)
In this study, a traditional practice was adapted to the online environment by considering the digital transformation in reading instruction. The study discusses technology as a new learning environment rather than regarding it merely as a scaffold. The paired reading strategy, which is an effective method for improving reading skills and which allows students to work collaboratively, was implemented online. A total of 22 fourth-grade students participated in the study. The study aims to determine the effect of online paired reading activities on reading fluency, reading comprehension, and reading self-concept in fourth-grade students consisting of good and poor readers. For this purpose, a quasi-experimental design was used in the study. The implementation process lasted 36 lesson hours. Online paired reading (OPR) activities were carried out in the spring semester of the 2023–2024 academic year. The study was designed as a one-group pretest-posttest quasi-experimental design. A curriculum-based measurement (CBM) approach was considered for measuring reading fluency and reading comprehension skills. The Reading Self-Concept Scale (RSCS) developed by Chapman and Tunmer (1995) was used to determine the development in students' reading self-concept. As a result of the study, a significant improvement was observed in the students' reading fluency and reading comprehension skills. Furthermore, the online paired reading activities led to a positive improvement in students' reading self-concept. These results suggest that online paired reading can be an effective digital adaptation of traditional reading strategies in primary education.