Nitel araştırma kapsamında iç içe geçmiş tek durum deseninde tasarlanan bu çalışmada sınıf öğretmenlerinin perspektifinden EBA ve eğitim portalleri ile ilk okuma yazma öğretimine ilişkin görüşlerini almak amaçlanmıştır. Bu amaç doğrultusunda açık uçlu soruların yer aldığı standartlaştırılmış açık uçlu görüşme formu hazırlanmış ve en az bir kez birinci sınıf okutma ve EBA ile eğitim portallerini kullanmış olma ölçütlerine dayalı olarak Millî Eğitim Bakanlığına bağlı resmi ilkokullarda görev yapan 15 sınıf öğretmeniyle görüşülmüş ve soruları yazılı olarak cevaplamaları istenmiştir. Sınıf öğretmenlerinin açık uçlu sorulara verdikleri cevaplar nitel doküman inceleme yöntemlerinden olan içerik analizi ile analiz edilmiştir. Araştırma sonuçları ilk okuma yazma öğretiminde EBA ve eğitim portalleri kullanımının sınıf öğretmenleri tarafından avantajlı bulunduğu ancak kullanım sırasında birtakım zorluklarla karşılaştıklarını ve bu zorluklara çözüm önerisi getirmişlerdir. Sınıf öğretmenleri EBA ve eğitim portalleri üzerinden çevrimiçi ödev göndermenin olumlu ve olumsuz yönlerini açıklarken, çevrimiçi ödevlerin nasıl olacağına ilişkin birtakım önerilerde sunmaktadırlar. Öğretmenler EBA ve eğitim portallerine ilişkin tasarım önerileri sunmakla birlikte, EBA ve eğitim portallerinin ilk okuma yazma öğretim sürecinde çocukların dikkatini çektiğini, gerektiği yerde etkili bir şekilde kullanıldığında çocukların derse aktif olarak katılımını sağladığı, çocukların okuma tutumunu arttırmada işe yaradığını ancak motivasyonlarını sağlamada birincil araç olmadığını belirtip tüm bunlarla ilgili birtakım öneriler sunmaktadırlar.

The aim of this study; The aim of this study is to examine the effects of poetry reading activities based on repetitive reading, model reading and resonant reading strategies on primary school students' reading levels, reading speeds and reading errors. For this purpose, the research was designed according to the pre-test-post-test trial model, which is one of the semi-experimental designs. The study group of the research consists of 68 primary school first grade students determined according to the criterion sampling method. Error Analysis Inventory was used as a data collection tool in the research. Analyzes were made using descriptive statistics, dependent T-Test and Wilcoxon Signed Rank Test based on the number of misread words, percentage of correct reading and reading speed. According to the results of the analysis, it was determined that the number of wrong reading words of primary school first grade students who are at the education level decreased, and their reading level and speed increased. 55% of the students at the education level started to read at the free reading level. It was determined that the number of misreading words decreased and the reading level and speed increased in the first grade primary school students at the anxiety level. 30.40% of the students at the anxiety level started reading at the free reading level, and 47.82% at the education level. It was observed that there was a mathematical increase in the reading levels of the students with the remaining anxiety level.

This study aimed to determine the effect of more than one fluent reading method and technique (repetitive reading, mumble reading, rhyming reading, reading aloud, and widening the visual spectrum) to overcome the fluent reading problem. In line with the research's purpose, the single-subject research method, one of the quantitative research methods, was used. In the study in which the criterion sampling method, one of the purposeful sampling methods, was used, a study was conducted with a fifth-grade student who was found to have a fluent reading problem. The research was carried out to do fluent reading studies for 15 lesson hours with fluent reading methods and techniques determined in the school library at one-day intervals during one lesson. The data of the research were analyzed with descriptive statistics. Although there was a mathematical improvement in the word recognition level and reading comprehension level of the student studied in the study, the student could not reach the free level and remained at the level of anxiety. The study concluded that more than one fluent reading method and technique used to solve the fluent reading problem was effective in providing mathematical progress in the student's reading speed, word recognition percentage, and prosody and in reducing some reading errors observed in the student.

The aim of this study was to determine the views of parents of primary school 1st grade children regarding their experiences in primary literacy teaching in the distance education process. For this purpose, qualitative phenomenology was used as a research design. The study group of the research consists of 76 parents of students studying in the firstgrade branches of two different primary schools affiliated to the Ministry of National Education. The data of the study were collected with a standardized interview form and demographic information test prepared by the researchers. The data collected with the standardized interview form were analyzed using content analysis. As a result of the analyzes, 4 themes and categories and codes were formed under these themes, based on the experiences and opinions of the parents regarding the first literacy learning in the distance education process. The themes revealed are, respectively, the theme of tools used or recommended outside of textbooks, the theme of teacher-parent communication in the distance education process, the theme of the role of parents in homework, and the theme of their views on online lessons in the distance education process.

The main purpose of this research is to examine the effect of the technology integration model-based application example on some reading variables of primary school 1st grade students. For this purpose, the research was designed in a single-group post-test weak experimental design and a single-group pre-test-post-test weak experimental design. The study group of the research consists of 30 freshmen studying in a branch of a primary school at the middle socioeconomic level determined by criterion sampling method. Dependent t-test and descriptive statistics analysis were used in the analysis of the research data. The application example based on the technology integration model has been effective on the development of phonological awareness skills of primary school 1st grade students, their transition time to reading, and their reading speed and levels from paper and screen. It has been determined that primary school 1st grade students made fewer reading errors in reading from the screen than reading from the paper, and the students' reading levels from the screen were better. It has been determined that students' attitudes towards reading are quite high.