Determining Characteristics of Students with Difficulties in the Literacy Learning Process, and the Difficulties They Experience in that Process: A Mixed Methods Study

Balantekin, Yakup

doi:10.15390/eb.2020.8162

Cited by 1 publication

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References 36 publications

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“…Furthermore, Bugday (2015) acknowledged that kids with difficulty in sound-based sentence method learned how to read late, and the problems of reading 'sound, syllable, word and sentence' increased from the 1 st group to the 6 th . Balantekin (2020) determined that students had greater difficulties at the syllable formation stage; that a large section of students acquired literacy skills in second grade; that students had difficulty in learning certain sounds and that they confused some sounds; and that they had more difficulties with open syllables, with words in which consonant clusters occur together and with applying sentence rules.…”

Section: Discussionmentioning

confidence: 99%

Application of Sentence-Based Sound Teaching Method for First Reading and Writing in Education

Deliveli

2021

Participatory Educational Research

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Sound based sentence method has been used since the 2005-2006 academic year in Turkey. However, criticism of these methods has brought the search for new methods to the agenda. One of these methods is sentence-based sound teaching method, which can be evaluated under the title of mixed methods specific to Turkish language. In the sentence-based sound teaching method, it is aimed to teach reading and writing with simple and regular sentences, reaching sounds in a short time and analyzing-synthesis-analysis logic. This process has five stages: “sentence stage, sentence completion stage, analysis, synthesis and evaluation”. The aim of this research is to evaluate the results of the sentence-based sound teaching method in practice according to the opinions of a primary school teacher and six teacher candidates. This research was designed as a case study from qualitative research patterns. It was carried out with a classroom teacher who stated that she had two students having difficulty in learning reading and writing in her classroom in a primary school in Muğla Province Center in 2018-2019 Spring Semester, and 6 volunteer teacher candidates who are registered to Muğla University Faculty of Education Primary Education Program and want to learn how to carry out their reading and writing activities in the first grades. Purposeful and criterion sampling methods were used to create the working group. The data were obtained by interview method and analyzed by descriptive analysis technique. In the heading of the findings, the opinions of the classroom teachers and teacher candidates who applied the sentence-based sound teaching method were evaluated under three sub-headings as “before application, during application and after application” impressions. The teacher candidates who applied the method in company with the class teacher also found the method useful. It was determined that it served their purpose and stated that they wanted to use the method when they became teachers.

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Section: Discussionmentioning

confidence: 99%

Application of Sentence-Based Sound Teaching Method for First Reading and Writing in Education

Deliveli

2021

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

Determining Characteristics of Students with Difficulties in the Literacy Learning Process, and the Difficulties They Experience in that Process: A Mixed Methods Study

Cited by 1 publication

References 36 publications

Application of Sentence-Based Sound Teaching Method for First Reading and Writing in Education

Application of Sentence-Based Sound Teaching Method for First Reading and Writing in Education

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