The views of teachers on the effects of sound based sentence method and their instructional practices

Abstract

ABSTRACT. The aim of this study was to examine the views of the elementary school teachers on the effects of Sound Based Sentence Method-SBSM (phonics method) in teaching reading and writing and their practices while using it. Thirteen teachers of first, second, third grade classes of a private elementary school participated in this study. The data of the qualitative study were collected via semistructured interviews. The data were analyzed by using content analysis. The most of the teachers in the study stated that SBSM accelerated reading acquisition; it took a long time that students read words automatically but they read fluently by practicing; reading not fluently slowed down reading comprehension but students comprehended what they read after they acquired fluency.

Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study

“…Similarly, many studies investigating the new method for literacy instruction in Türkiye pointed out that the PM is more effective in literacy teaching. Whereas the WLM impedes the learning process of reading (Maviş et al, 2014), phonics instruction expedites decoding, helps accurate pronunciation of the words (Şahin et al, 2006), and thus facilitates the acquisition of literacy (Akıncı et al, 2016;Baydık & Kudret, 2012;Bıçak & Susar Kırmızı, 2013). On the other hand, several studies pointed out that the use of the WLM would enhance such skills as focusing on the whole (Maviş et al, 2014;Tok, 2001), fluent reading (Maviş et al, 2014;Şenel, 2004;Ş.…”

The Effectiveness of the Constant Time Delay Procedure in Teaching Reading and Writing with the Sound-Based Sentence Method

“…Ülkemizde öğretmen yetiştirme eğitiminde, benimsenen merkeziyetçi ve tek bir yaklaşıma odaklı okumayazma öğretimi yeterliliği kazandırılıyor olması eğitimcilerin uygulamaya konmaya çalışılan her yeni yaklaşıma tereddütle yaklaşmalarına neden olmuştur . Bu nedenle 2005'ten itibaren cümle çözümleme yaklaşımının değerlendirildiği , STCY'nin değerlendirildiği ve cümle çözümleme ile STCY etkililiklerinin karşılaştırıldığı araştırmalar yapılmaya başlanmıştır Baydık & Bahap-Kudret, 2012;Tok vd., 2008;. Bu araştırmaların çoğu uygulamacı öğretmenlerin görüşlerinin alınması şeklinde yapılmıştır.…”

“…Diğer çalışmalarda ise okuma-yazma hızı ve okuduğunu anlama bakımından STCY ile ilgili olumsuz bir sonuca ulaşılmamıştır . Cümle ve STCY'nin birlikte değerlendirildiği çalışmalarda Baydık & Bahap-Kudret, 2012;Tok vd., 2008; ise en belirgin bulgular cümlenin yönteminin okuduğunu anlamada ve STCY'nin okumaya erken geçmede daha etkili olduğudur.…”

“…In Turkey, acquiring competency in teaching reading and writing based on a centralized and single approach adopted in teacher training has caused educators to approach each new approach attempted to be put into practice with hesitation . Therefore, studies evaluating the sentence analysis approach , evaluating the SBSM , and comparing the effectiveness of sentence analysis and the SBSM Baydık & Bahap-Kudret, 2012; have started to be conducted since 2005. The majority of these studies were performed by taking the opinions of implementer teachers.…”

“…Other studies obtained no negative results regarding the SBSM in terms of reading and writing speed and reading comprehension . The most prominent finding in the studies evaluating the sentence method and the SBSM together Baydık & Bahap-Kudret, 2012; was that the sentence method was more effective in reading comprehension and the SBSM was more effective in the early transition to reading.…”