Abstract
In this study, a Digital Reading Disposition Scale was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N=301 undergraduate pre-service teacher students in order to establish validity of the scale. According to the results of the Exploratory Factor Analysis (EFA) of the data collected by means of the 20-item trial form, it was revealed that only 12 items of the scale had a one-factor loading, which explained 65.58% of the total variance. Fit index values, derived from a Confirmatory Factor Analysis (CFA), confirmed the one-factor structure of the 12-items scale as a valid model. A satisfactory Cronbach-Alpha internal consistency coefficient of 0.952, as well as satisfactory test-retest reliability coefficient (Pearson correlation coefficient of 0.92) reapplied to n=98 pre-service teacher students three weeks after the first administration of the scale, provide evidence of the high reliability and consistent measurement of the scale over time. Furthermore, as part of an item analysis, adjusted item-total correlation of each item was calculated, and t-values for upper and lower 27% groups are reported to be significant (p<.001) for the 12 items of the scale. Accordingly, satisfactory validity and reliability indices are established for the Digital Reading Disposition Scale for the study sample in this investigation disposition.
Highlights
The action of reading is an activity based on the vocalization of the letters or symbols that create a written text and the comprehension of the meanings these signs express
This research is designed in screening model as it aims to develop digital reading disposition scale
Whether the data was appropriate for factor analysis was tested and the results of Kaiser-Meyer-Olkin (KMO) test and Barlett test of Sphericity were examined
Summary
The action of reading is an activity based on the vocalization of the letters or symbols that create a written text and the comprehension of the meanings these signs express. The essence of the reading activity, which consists of various functions of the eye, voice and brain such as vision, vocalization, perception and structuring in the brain, is comprehension. Güneş defines reading comprehension as processing the information through various mental processes such as examining, ranking, classifying, associating, inquiring, and evaluating, and combining it with the reader's preliminary knowledge and structuring it in the mind [2]. Reading is defined as concurrent comprehension and structuring through written interaction [3]. Meaning is the result of the interaction between the reader, text and the environment. The reader comprehends the text by using his prior knowledge in a sociocultural environment
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