This study aims to investigate digital literacy perceptions of preservice teachers, and to identify quantity characteristics of first and second year preservice teachers’ digital literacy at a public university in Turkey. That is, pre-service teachers’ perceptions of digital literacy and their patterns of knowledge and use of digital literacy were measured within the scope of this study. Multiple sources of data, including a Likert scale and open-ended questions were collected to address the topic. Various statistical techniques and tests such as ANOVA, t-test, and Tukey HSD test were used in the analysis of the obtained data. Qualitative data was analyzed by using the content analysis method. The findings indicated that the model showed a good fit with the data and standardized regression weights indicated that attitude, technical, cognitive, and social factors were significant predictors of digital literacy. In addition, it was identified that the pre-service teachers had high and positive perceptions of digital literacy. However, it was observed in the open-ended questions that they lack the refined cognitive skills to find, evaluate, create, and communicate. The findings were then discussed in light of the relevant literature.

Should reading fluency be an important issue for students beyond high school? This provocative article suggests that even into college, oral reading fluency is associated with higher levels of silent reading proficiency and learning.

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This Teaching Tip article explores the importance of phrasing while reading. It also presents an instructional intervention strategy for helping students develop greater proficiency in reading with phrases that reflect the meaning of the text.

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Based on a first grade teacher's search for approaches to promote successful reading acquisition in her first grade classroom, the authors present a curricular engagement in which the teacher explored using music, specifically singing songs, as a fun and motivating way to accelerate reading progress. The premise is that singing (while at the same time having a visual display of the words in the songs) can be a very useful instructional tool to teach reading to beginning readers. The process involves learning one new song (accompanied by the printed lyrics) per week, followed by repeated readings/singings, discussions of content, and activities related to phonemic awareness, phonics, fluency and word work. The children made on average more than a year's reading growth during the duration of the teacher's investigation. This article explores the possibilities and benefits of having beginning and/or struggling readers sing as an instructional strategy to enhance reading progress.

This study explores the impact extended participation in literature circles had on the reading attitudes of university-age preservice teachers following their involvement in literature circles for one academic year, as part of their training. The participants of the study consisted of 21 pre-service teachers with a low or moderate level of reading habits and reading attitudes. The research was conducted through a mixed methods approach. Although both quantitative and qualitative data were collected in the study, particular emphasis was given to the data collected from the qualitative part (quan+QUAL). In line with the quantitative data, it was concluded in the study that extended involvement in the literature circles had a positive effect on the reading attitudes of the pre-service teachers. The qualitative data, which was obtained through interviews, revealed four themes. The themes emerged as love and desire for reading, benefits of reading, importance of reading and reading habits as a result of the analysis. The results obtained from the research are important in terms of contributing to the improvement of pre-service teachers who will play important roles in Turkey's becoming a literate society.

ÖzBu çalışmada 4. sınıf öğrencilerinin metin türlerine göre akıcı okuma ve okuduğunu anlama becerileri arasındaki ilişkiler incelenmiştir. Öğrencilerin hikâye edici ve bilgi verici metinlerde akıcı okumaları; hız, doğru okuma ve prozodi boyutlarında Yıldırım, Yıldız ve Ateş (2009) tarafından Türkçeye uyarlanan "Okuma Prozodisi Rubriği" ile değerlendirilmiştir. Okuduğunu anlama düzeyleri ise basit ve derinlemesine anlama olarak iki düzeyde ölçülmüştür. Basit anlama daha çok cevabı metin içinde bulunabilecek ve üst düzey zihinsel işlemleri gerektirmeyen soruları içermektedir. Derinlemesine anlama ise öğrencinin metindeki bilgileri kendi ön bilgileri ile ilişkilendirmesi, anlamlandırması ve yorumlamasını gerektirmektedir. Çalışmada basit ve derinlemesine anlamanın ölçülmesi amacıyla araştırmacılar tarafından geliştirilen okuduğunu anlama testi kullanılmıştır. Denizli il merkezinde orta sosyoekonomik düzeyde bir okulun 4. sınıflarından 100 öğrenci ile uygulamalar gerçekleştirilmiştir. Uygulamalarda her bir öğrenciye hikâye edici ve bilgi verici birer metin sesli olarak okutularak okumaları video kamera ile kaydedilmiş ve öğrenciler metinlerle ilgili okuduğunu anlama testlerini cevaplamışlardır. Uygulamalar her bir öğrenciyle ayrı ayrı yürütülmüştür. Video kayıtları kullanılarak öğrencilerin doğru okuma, okuma hızı ve prozodi becerileri değerlendirilmiştir. Veri toplama sürecinden sonra araştırma sorularına cevap olarak YEM analizleri gerçekleştirilmiş ve elde edilen bulgular doğrultusunda hem araştırmacılara hem de uygulayıcılara gerekli önerilerde bulunulmuştur. Anahtar Sözcükler: Akıcı okuma, okuduğunu anlama, prozodi. Evaluation of Fourth Grade Students' Reading Fluency Skills in Regard to Deep and Literal Comprehension Levels AbstractThe current research explored the relationships between reading fluency and reading comprehension skills of fourth grade students with regard to text types. The students' reading fluency skills including prosody, word recognition accuracy, and word recognition automaticity were assessed by using the rubric adapted into Turkish by Yıldırım, Yıldız and Ateş (2009). Reading comprehension skills of the students were assessed in regard to deep and literal levels. Whereas literal comprehension test included the questions, the answers of which can be found from the text inside, deep comprehension test required the students to combine their background knowledge with the information in the text inside. These comprehension levels were assessed by researcher-created comprehension tests. The current research sample consisted of a total of 100 fourth-grade students studying at a low socioeconomic public school in Turkey's Denizli province. After each student was asked to read narrative and expository texts aloud, all face to face sessions  Bu çalışma 11-14 Mayıs 2016 tarihinde Muğla Sıtkı Koçman Üniversitesi'nde düzenlenen 15. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu'nda sözlü bildiri olarak sunulmuştur.