<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Serhat Dindaş</style></author><author><style face="normal" font="default" size="100%">Murat İnce</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING PRIMARY STUDENTS’ READING SKILLS THROUGH AUGMENTED REALITY-ENRICHED TURKISH TEXTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">reading skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664271</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present study examined whether the integration of augmented reality (AR) into fourth-grade Turkish reading lessons enhances students’ reading comprehension and motivation. A quasi-experimental pretest-posttest control group design was employed, involving 48 students (24 experimental and 24 control) from a public primary school. Students in the experimental group engaged with AR-enriched texts, while the control group read the same texts without AR enhancement. Reading comprehension proficiency and attitudes toward AR were measured using standardized scales, and qualitative interviews were conducted to gather student feedback. Results indicated that the experimental group demonstrated a significant improvement in reading skill scores compared to their baseline, while the control group showed no significant progress. A moderate positive correlation was observed between students’ reading comprehension self-efficacy and their attitudes towards AR, indicating that students who felt more confident in their reading skills also tended to view AR-based learning more positively. Qualitative findings further revealed that AR enriched texts increased student engagement—evoking curiosity, excitement, and enjoyment—and helped students maintain focus during reading. These results suggest that integrating AR into reading activities can enhance elementary students’ reading abilities and motivation. These findings highlight the potential of integrating AR into literacy education to foster students’ engagement and comprehension. The study underscores the importance of designing technology-supported reading activities that align with curriculum goals and suggests that AR can serve as an effective educational tool to enhance motivation and learning outcomes in primary education.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">663-676</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anne Uusen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">READING ACTIVENESS AND READING PREFERENCES OF THE 6TH GRADE STUDENTS OF BASIC SCHOOL IN ESTONIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">reading activeness</style></keyword><keyword><style  face="normal" font="default" size="100%">reading literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">reading skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400134678.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Reading skills, reading interest, understanding of text and other aspects connected with reading have been researched quite a lot during the last decades in Estonia. A number of studies have reached the conclusion that basic school students in Estonia are rather good readers. However, teachers often claim that teenagers tend to read less and less and also in newspapers there are complaints about bad reading skills of youngsters. One of the reasons of the above mentioned attitude is that we tend to define the concept of reading differently and if somebody complains because of students' low reading interest, he/she mostly refers to reading belles-lettres or fiction. 
Living in the 21st century demands much more from teenagers as readers than it did in the past century and many well-known reading researchers stress the need to be able to properly do our jobs, and simply, to live and manage an everyday life. In these two areas we need to be able to understand what all kinds of written messages are about.
 The content of the broader meaning of reading and the concept of reading literacy is discussed in the current article. Also an overview of the results of the study about reading activeness and reading preferences, the goal of which was to find out what kind of texts are authentic for the students and to start a larger study for analyzing the amount of time teenagers spend with reading, what they read etc., is given in this article. 
Based on the results of the study it became evident that students read quite a lot, but they rather read newspapers and magazines than belles-lettres or fiction. The most frequent texts that students read in the newspapers are news. Also comic strips, TV-programs and book reviews are read rather often. A positive finding was that a large proportion of students read belles-lettres quite often. 
The results of the conducted questionnaire provided the basis for improving and completing the questionnaire for a larger study as well as food for thought about broadening the assortment of reading materials for students and for making Estonian language lessons more pragmatic as well. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">135-145</style></section></record></records></xml>