The present study aims at presenting the relationship between the fourth grade primary school students' level of functional literacy and metacognitive awareness. The study group of the research is made up of 406 fourth grade students attending school during 2015-2016 academic year in Niğde. This study adopts survey model and its data collection tools include the Functional Literacy Experience Scale based upon Ecological Theory (FLESBUET) and the Metacognitive Awareness Scale for Children. In relation to these points, this study also attempts to explore the students' demographical characteristics, their level of functional literacy and metacognitive awareness and whether the level of functional literacy and metacognitive awareness differentiate according to their gender, preschool education and their mother's employment status. In the light of the findings, it has been concluded that there is a moderate level of positive and significant correlation between the level of functional literacy and metacognitive awareness of the 4 th grade primary school students (r=.480, p<.001). It has also been found that, the students' level of functional literacy and metacognitive awareness differentiate if they take preschool education and if their mother is employed. However, there seems to be no differentiation according to their gender.

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The purpose of this study is to find out whether process oriented writing exercises/activities have any effect on the achievement and attitude of preservice teachers as well as to set forth the opinions of primary preservice teachers on process oriented writing approach. In the research one classroom was designated as experimental group (N=35) while another was determined as control group (N=35) for the study which took 11 weeks to conclude. The results show that process oriented writing exercises were highly influential in terms of improving achievement and attitude of preservice primary school teachers. Besides, preservice teachers told important opinions about these activities.

Cursive italic handwriting has entered to our education life by 2015 curriculum. In addition to this, from it entered program until this time it has been discussed. Many researches that tackle problems encountered in cursive italic handwriting take part in literature. But results obtained from these researches take part in body of literature immethodically. The main aim of this study is providing to reaching inferences by investigating researches deductively. In this context 22 articles and 13 postgraduate theses which were written between 2004-2015 and about cursive italic handwriting have been examined. It is seen that as a result of analyses; the most research was made in 2012, a great majority of articles included in researches published in magazines that were reviewed in other domains except Social Science Citation Index (SSCI) and domain index being tiring and compelling for children and spelling rules and not suiting spelling rules were the most common problems.

The purpose of this study is to determine and compare candidate classroom teachers' metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Ömer Halisdemir University' rd and 4 th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.