Publication: Ses temelli cümle yöntemi ile ilkokuma yazma öğretiminde öğrenci hatalarının incelenmesi
Abstract
Bu araştırmada, Ses Temelli Cümle Yöntemi ile ilkokuma yazma öğretiminde ilköğretim birinci sınıf öğrencilerinin ilkokuma yazmaya başlama ve ilerleme aşamasının metin oluşturma evresinde yaptıkları sesli okuma ve yazma hatalarını; bu hataların cinsiyete, okul öncesi eğitim alma durumuna, ailenin gelir düzeyine, anne eğitim durumuna, baba eğitim durumuna göre dağılımını ve hatalara neden olan faktörleri belirlemek amaçlanmıştır. Nitel araştırma desenlerinden durum çalışmasına örnek teşkil eden araştırmanın çalışma grubunu, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yoluyla seçilen 2010-2011 eğitim öğretim yılında İstanbul ilindeki alt, orta ve üst sosyoekonomik düzeydeki okullarda öğrenim gören 45 birinci sınıf öğrencisi ve farklı sosyoekonomik düzeydeki okullarda görev yapan 31 birinci sınıf öğretmeni oluşturmaktadır. Araştırmada doküman incelemesi, görüşme ve kontrol listesi aracılığıyla toplanan veriler, nitel içerik analizi ile çözümlenmiş ve “Sesli Okuma Hataları Formu” ile “Yazma Hataları Formu” doğrultusunda değerlendirmeler yapılmıştır. Öğretmen görüşlerinin analizinde Nvivo 8 programından yararlanılmıştır. Yapılan analizlerin sonucunda aşağıdaki bulgular elde edilmiştir: Çalışma grubundaki en fazla öğrenci tarafından yapılan sesli okuma hatası, tekrarlayarak okumaya bağlı “heceyi tekrar okuma”dır. Bu hatayı “ses atlama”, “sesleri değiştirerek okuma”, “vurguya dikkat etmeden okuma” ve “kelimeyi tekrar okuma” hataları izlemektedir. Çeşitli değişkenlere göre sesli okuma hatalarının dağılımına bakıldığında cinsiyete göre belirgin bir farklılığın olmadığı; pek çok hata türünde okul öncesi eğitim almayan, ailesinin gelir düzeyi düşük, anne eğitim durumu ilkokul ve baba eğitim durumu ilkokul olan öğrencilerin oranının daha yüksek olduğu tespit edilmiştir. Çalışma grubundaki en fazla öğrenci tarafından yapılan yazma hatalarının “harfleri birbirine yakın yazma” ve “satır sonlarında uygun boşluk bırakmama” olduğu; bu hataları “kelimeler arasında az boşluk bırakma”, “harfleri şekline uygun yazmama”, “aynı harfi metin içerisinde farklı boyutlarda yazma” ve “harfleri birbirine uzak yazma” hatalarının izlediği görülmüştür. Çeşitli değişkenlere göre yazma hatalarının dağılımına bakıldığında cinsiyete göre belirgin bir farklılığın olmadığı; pek çok hata türünde okul öncesi eğitim almayan, ailesinin gelir düzeyi düşük, anne eğitim durumu ilkokul ve baba eğitim durumu ilkokul olan öğrencilerin oranının daha yüksek olduğu belirlenmiştir. Öğretmen görüşleri incelendiğinde, çalışma grubundaki öğretmenlerin çoğunluğu tarafından ifade edilen sesli okuma hatasının “parmakla izleme” olduğu görülmüş, bu hatayı “ses atlama” hatasının izlediği belirlenmiştir. Sesli okuma hatalarına neden olan en temel faktörün “öğrenciye ses yerine harfin adını öğretme” olduğu ve bu faktörü “öğrenciyle ilgilenmeme”, “dikkatsizlik” ve “yöntemin kendisi”nin izlediği tespit edilmiştir. Araştırmada, öğrencilerde gözlenmesi bakımından öğretmenlerin çoğunluğunun dile getirdiği yazma hatasının “harfleri dik yazma” olduğu, bu hatayı sırasıyla “harfleri şekline uygun yazmama”, “kelimedeki harflerden bir ya da birkaçını eksik yazma” ve “noktalama işaretlerini yerinde kullanmama” hatalarının takip ettiği görülmüştür. Bu hataların ortaya çıkmasına neden olan en temel faktör, öğretmenler tarafından “ince kasların yeterince gelişmemiş olması” olarak belirtilmiştir.
This study aims to identify the oral reading and writing mistakes made by first-grade students of primary education, during the text creation phase of the stage of beginning to read and write in teaching reading and writing using the Phonics-Based Sentence Method, as well as distribution of these mistakes by gender, pre-school education, revenue level of family, educational background of mother and educational background of father, and the factors leading to mistakes. The study group of the research, which constitutes an example of case study, one of the qualitative research methods, consisted of 45 first-grade students selected using the criterion method, one of the purposive sampling methods, and studying at schools of lower, middle and upper socioeconomic levels, as well as 31 first-grade teachers serving at schools of a variety of socioeconomic levels, in the Istanbul province in the 2010-2011 school year. Data obtained by means of document review, interview and checklist were analysed using the qualitative content analysis method, and evaluations were conducted in line with the “Oral Reading Mistakes Form” and “Writing Mistakes Form”. The Nvivo 8 software was utilized for analysis of teachers’ opinions. The following findings were made as a result of the analyses: Oral reading mistake made by most of the students in the study group was “re-reading the syllable” due to repetitive reading. It is followed by “omitting sounds”, “changing sounds”, “disregarding accentuation”, “re-reading the word” respectively. Examination of the distribution of oral reading mistakes by a number of variables revealed that there are no significant differences by gender; and that, for many types of mistakes, percentage of students that received no pre-school education, that have lower revenue level backgrounds, and that have mothers with primary education, fathers with primary education, is higher in terms of the number of students making mistakes. Writing mistakes made by most of the students in the study group were “writing letters close to each other” and “failure to leave space at the end of the lines”, which were followed by “leaving insufficient space between words”, “failure to write letters appropriately”, “writing the same letter with different sizes within the text”, and “writing letters with wide spaces in between” respectively. Examination of the distribution of writing mistakes by a number of variables revealed that there are no significant differences by gender; and that, for many types of mistakes, percentage of students that received no pre-school education, that have lower revenue level backgrounds, and that have mothers with primary education, fathers with primary education, is higher in terms of the number of students making mistakes. Examination of the opinions of the teachers in the study group revealed that the most common oral reading mistake was “reading by using finger-pointing”, and that it was followed by “omitting sounds”. It was found that the major factor leading to oral reading mistakes was “teaching students the name of the letter instead of the sound”, and that it was followed by “disregarding student”, as well as “carelessness” and “the method itself” respectively. The most common writing mistake mentioned by most of the teachers was “writing letters upright”, and it was followed by “failure to write letters appropriately”, “omitting one or more letters in words”, and “failure to use the punctuations appropriately”. The most important cause of these mistakes was specified by teachers as “insufficiently developed fine muscles”.
This study aims to identify the oral reading and writing mistakes made by first-grade students of primary education, during the text creation phase of the stage of beginning to read and write in teaching reading and writing using the Phonics-Based Sentence Method, as well as distribution of these mistakes by gender, pre-school education, revenue level of family, educational background of mother and educational background of father, and the factors leading to mistakes. The study group of the research, which constitutes an example of case study, one of the qualitative research methods, consisted of 45 first-grade students selected using the criterion method, one of the purposive sampling methods, and studying at schools of lower, middle and upper socioeconomic levels, as well as 31 first-grade teachers serving at schools of a variety of socioeconomic levels, in the Istanbul province in the 2010-2011 school year. Data obtained by means of document review, interview and checklist were analysed using the qualitative content analysis method, and evaluations were conducted in line with the “Oral Reading Mistakes Form” and “Writing Mistakes Form”. The Nvivo 8 software was utilized for analysis of teachers’ opinions. The following findings were made as a result of the analyses: Oral reading mistake made by most of the students in the study group was “re-reading the syllable” due to repetitive reading. It is followed by “omitting sounds”, “changing sounds”, “disregarding accentuation”, “re-reading the word” respectively. Examination of the distribution of oral reading mistakes by a number of variables revealed that there are no significant differences by gender; and that, for many types of mistakes, percentage of students that received no pre-school education, that have lower revenue level backgrounds, and that have mothers with primary education, fathers with primary education, is higher in terms of the number of students making mistakes. Writing mistakes made by most of the students in the study group were “writing letters close to each other” and “failure to leave space at the end of the lines”, which were followed by “leaving insufficient space between words”, “failure to write letters appropriately”, “writing the same letter with different sizes within the text”, and “writing letters with wide spaces in between” respectively. Examination of the distribution of writing mistakes by a number of variables revealed that there are no significant differences by gender; and that, for many types of mistakes, percentage of students that received no pre-school education, that have lower revenue level backgrounds, and that have mothers with primary education, fathers with primary education, is higher in terms of the number of students making mistakes. Examination of the opinions of the teachers in the study group revealed that the most common oral reading mistake was “reading by using finger-pointing”, and that it was followed by “omitting sounds”. It was found that the major factor leading to oral reading mistakes was “teaching students the name of the letter instead of the sound”, and that it was followed by “disregarding student”, as well as “carelessness” and “the method itself” respectively. The most common writing mistake mentioned by most of the teachers was “writing letters upright”, and it was followed by “failure to write letters appropriately”, “omitting one or more letters in words”, and “failure to use the punctuations appropriately”. The most important cause of these mistakes was specified by teachers as “insufficiently developed fine muscles”.