YAZMA GÜÇLÜĞÜ YAŞAYAN ÖĞRENCİLERE YÖNELİK YAPILAN ÇALIŞMALARIN İNCELENMESİ

Diren Çelik

doi:10.59320/alanyazin.1216112

İnceleme Makalesi

YAZMA GÜÇLÜĞÜ YAŞAYAN ÖĞRENCİLERE YÖNELİK YAPILAN ÇALIŞMALARIN İNCELENMESİ

Yıl 2023, Cilt: 4 Sayı: 1, 43 - 61, 31.05.2023

Diren Çelik

https://doi.org/10.59320/alanyazin.1216112

Cited By: 1

Öz

İlköğretimde dört temel beceriden biri olan yazının gelişiminin öğrencileri birçok alanda olumlu yönde etkilediği bilinmektedir. Bu süreçlerde yazma görevlerini yerine getiremeyen öğrenciler olmaktadır. Geçmiş yıllarda yapılan çalışmalar öğrencilerin yazma becerileri geliştirme noktasında daha çok kendini düzenlemeye dayalı stratejilere odaklandığını göstermiştir. Nitekim teknolojik gelişmeler ile birlikte son zamanlarda yapılan çalışmalar bu alana ilgiyi arttırmıştır. Özellikle de Türkiye’de ve yurt dışında yazma güçlüğüne yönelik farklı öğretim, model, teknik, strateji veya müdahale noktalarında süreç içerisinde ne gibi değişimler olduğu konusunda merak uyandırmıştır. Bu sebeple bu çalışmada yazma güçlüğü yaşayan öğrencilerin yazı becerilerini geliştirmeye yönelik çalışmaların incelenmesi amaçlanmıştır. Sistematik derleme olarak hazırlanan bu araştırmada makalelere ulaşılırken Google Akademik, Science Direct, PubMed ve ERIC veri tabanlarından yararlanılmış ve araştırma kriterlerine uyan 21 makaleye ulaşılmıştır. Araştırmanın sonuçlarına bakıldığında çalışmalarda daha çok farklı müdahale programlarına yer verildiği, teknolojik gelişmelerle birlikte farklı yazı öğretim araçlarının kullanıldığı, yine bu araştırmalarda da öğrencilerin kendilerini düzenlemelerine yardımcı etkinliklere yer verildiği görülmüştür. Ayrıca bu etkinliklerin farklı araç-gereçler, etkinlik kartları, oyunlar vb. ile sağlanmaya çalışıldığı ifade edilmiştir. Çalışmalarda en fazla 3. ve 4. sınıf öğrencileri ile çalışıldığı saptanmıştır. Ayrıca erkek öğrencilerin sayısının kız öğrencilerden fazla olduğu belirlenmiştir. Bu araştırma sonuçları araştırmalarda en çok kullanılan modellerin deneysel ve eylem araştırması deseni olduğunu göstermiştir. Son olarak yazma güçlüğü yaşayan öğrencilerin yazma becerilerini geliştirmek için hazırlanan programların öğrenci özelliklerine, kullanılan modele, strateji, yöntem/teknik ve etkinliklere göre farklılık gösterdiği belirlenmiştir.

Anahtar Kelimeler

İlköğretimde yazma güçlüğü, İlköğretimde disgrafi, Yazma güçlüğü, Disgrafi

Kaynakça

Akyol, H. (2011). Türkçe öğretim yöntemleri (4. Baskı). Ankara: Pegem A Yayıncılık.
Akyol, H. ve Sever, E. (2019). Okuma yazma güçlüğü ve bir eylem araştırması: ikinci sınıf örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 685-707.
Akyol, H., & Özdemir, E. Ç. (2018). Bitişik eğik yazı becerilerinin geliştirilmesi: İlkokul üçüncü sınıf örneği. Turkish Studies, 13(4), 299-320.
Amirkhani, M., & Movahedi, A. (2016). The effect of Delacato sensorimotor training on dysgraphia of 9 to 11-year-old female students. Motor Behavior, 8(26), 89-104.
Asher, A. V. (2006). Handwriting instruction in elementary schools. The American journal of occupational therapy, 60(4), 461-471.
Ateş, S., Çetinkaya, Ç. ve Yıldırım, K. (2014). Sınıf öğretmenlerinin yazma güçlükleri hakkındaki görüşleri. International Online Journal of Educational Sciences, 6(2), 475-493.
Arsham, S., Ghadiri, F., & Babak, M. (2017). Comparison of the effectiveness of two ıntervention methods of neurofeedback training (nft) and the movement program on the handwriting performance of 9-11 years old children with dysgraphia. Journal of Arak University of Medical Sciences, 20(9), 1-11.
Aydın, O. ve Cavkaytar, A. (2018). Yazma güçlüğü görülen öğrencilerin el yazısı okunaklık düzeylerinin arttırılmasında ipucunun giderek artırılması uygulamasıyla sunulan öğretimin etkililiği. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (36), 1-23.
Beyhan, A. (2013). Eğitim örgütlerinde eylem araştırması. Bilgisayar ve Eğitim Araştırmaları Dergisi, 1(1), 65-89.
Bonny, A. M. (1992). Understanding and assessing handwriting difficulties: Perspective from the literature. Australian Occupational Therapy Journal, 39, 7–15.
Calkins, L. M., Hartman, A., & White, Z. (2005). One to one: The art of conferring with young writers. Heinemann Educational Books.
Calp, M. (2013). Yazma problemi olan bir öğrenciye bitişik eğik yazı öğretimi (Bir Eylem Araştırması). E-İnternational Journal of Educational Research, 4(1).
Chang, S. H., & Yu, N. Y. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Research in Developmental Disabilities, 34(9), 2433-2441.
Chang, S. H., & Yu, N. Y. (2017). Visual and haptic perception training to improve handwriting skills in children with dysgraphia. The American Journal of Occupational Therapy, 71(2), 7102220030p1-7102220030p10.
Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27.
Çelik, D. (2022). İlkokul öğrencilerinin yazma güçlüklerinin belirlenerek yazma becerilerinin geliştirilmesi (Doktora Tezi), Burdur Mehmet Akif Ersoy Üniversitesi, Eğitim Bilimleri Enstitüsü, Burdur.
Çınar, N. (2021). İyi Bir Sistematik Derleme Nasıl Yazılmalı?. Online Türk Sağlık Bilimleri Dergisi, 6(2), 310-314.
Datchuk, S. M. (2016). Writing simple sentences and descriptive paragraphs: Effects of an intervention on adolescents with writing difficulties. Journal of Behavioral Education, 25(2), 166-188.
Datchuk, S. M., & Kubina Jr, R. M. (2017). A writing intervention to teach simple sentences and descriptive paragraphs to adolescents with writing difficulties. Education and Treatment of Children, 40(3), 303-326.
Dennis, J. L. & Swinth, Y. (2001). Pencil grasp and children's handwriting legibility during different-length writing tasks. American Journal of Occupational Therapy, 55(2), 175- 183.
Deuel, R. (2001). Dysgraphia. In P. B. Rosenberger (Ed.), Continuum: Lifelong learning in neurology, learning disabilities (pp. 37-59). Philadelphia: Lippincott, Williams & Wilkins.
Duran, E., & Karatas, A. (2019). Elimination of Writing Difficulty in Primary School: An Action Research. International Journal of Progressive Education, 15(5), 288-300.
Dunn, M., Zajic, M. C., & Berninger, V. (2021). The self in self-regulated writing of fourth to ninth graders with dysgraphia. International Journal of School and Educational Psychology, 9(1), 34-46.
Ediger, M. (2001). Assessing Handwriting Achievement. ERIC Document Reproduction Service No. ED 346 082. Feder, K., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, 312–317.
Freeman, A. R., MacKinnon, J. R., & Miller, L. T. (2004). Assistive technology and handwriting problems: What do occupational therapists recommend?. Canadian Journal of Occupational Therapy, 71(3), 150-160.
Gerrish, K., & Lacey, A. (2010). The research process in nursing. (6th ed., pp. 79-92, 188-198, 284-302). London: Wiley-Blackwell.
Graham, S., Berninger, V. W., Abott, R. D., Abott, S., & Whitaker, D. (1997). The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170–182.
Graham, S., Harris, K. R., & Fink, B. (2000). Extra handwriting instruction: Prevent writing difficulties right from the start. Teaching Exceptional Children, 33(2), 88-91.
Graham, S., Harris, K. R., Adkins, M., & Camping, A. (2021). Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?. Reading and Writing, 34(7), 1915-1941.
Güneş, F. (2019). İlkyazma öğretimi. Sınırsız Eğitim ve Araştırma Dergisi, 4(2), 121-142. DOI: 10.29250/sead.550779
Hamstra-Bletz, L., & Blöte, A. W. (1993). A longitudinal study on dysgraphic handwriting in primary school. Journal of Learning Disabilities, 26(10), 689-699.
Hoy, M. M. P., Egan, M. Y., & Feder, K. P. (2011). A systematic review of interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78, 13-25. doi: 10.2182/cjot.2011.78.1.3
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A REVIEW OF STUDY ON STUDENTS WITH WRITING DIFFICULTIES

Yıl 2023, Cilt: 4 Sayı: 1, 43 - 61, 31.05.2023

Diren Çelik

https://doi.org/10.59320/alanyazin.1216112

Cited By: 1

Öz

It is known that the development of writing, which is one of the four basic skills in primary education, affects students positively in many areas. In these processes, there are students who cannot fulfill their writing tasks. Studies conducted in the past years have shown that students focus more on strategies based on self-regulation in terms of developing writing skills. As a matter of fact, recent studies with technological developments have increased the interest in this field. Especially in Turkey and abroad, it aroused curiosity about the changes in the different teaching, model, technique, strategy or intervention points for writing difficulties. For this reason, in this study, it is aimed to examine the studies aimed at improving the writing skills of students who have writing difficulties. In this research, which was prepared as a systematic review, Google Scholar, Science Direct, PubMed and ERIC databases were used while reaching the articles and 21 articles that met the research criteria were reached. When the results of the research are examined, it is seen that different intervention programs are included in the studies, different writing teaching tools are used together with technological developments, and activities that help students to organize themselves are included in these studies. In addition, these activities have different tools-equipment, activity cards, games, etc. It has been stated that it is tried to be achieved with It has been determined that the studies mostly work with 3rd and 4th grade students. In addition, it was determined that the number of male students was more than female students. The results of this research showed that the most used models in research were experimental and action research designs. Finally, it was determined that the programs prepared to improve the writing skills of students with writing difficulties differ according to student characteristics, the model used, strategies, methods/techniques and activities.

Anahtar Kelimeler

Writing difficulties in primary education, Dysgraphia in primary education, Writing difficulties, Dysgraphia

Kaynakça

Akyol, H. (2011). Türkçe öğretim yöntemleri (4. Baskı). Ankara: Pegem A Yayıncılık.
Akyol, H. ve Sever, E. (2019). Okuma yazma güçlüğü ve bir eylem araştırması: ikinci sınıf örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 685-707.
Akyol, H., & Özdemir, E. Ç. (2018). Bitişik eğik yazı becerilerinin geliştirilmesi: İlkokul üçüncü sınıf örneği. Turkish Studies, 13(4), 299-320.
Amirkhani, M., & Movahedi, A. (2016). The effect of Delacato sensorimotor training on dysgraphia of 9 to 11-year-old female students. Motor Behavior, 8(26), 89-104.
Asher, A. V. (2006). Handwriting instruction in elementary schools. The American journal of occupational therapy, 60(4), 461-471.
Ateş, S., Çetinkaya, Ç. ve Yıldırım, K. (2014). Sınıf öğretmenlerinin yazma güçlükleri hakkındaki görüşleri. International Online Journal of Educational Sciences, 6(2), 475-493.
Arsham, S., Ghadiri, F., & Babak, M. (2017). Comparison of the effectiveness of two ıntervention methods of neurofeedback training (nft) and the movement program on the handwriting performance of 9-11 years old children with dysgraphia. Journal of Arak University of Medical Sciences, 20(9), 1-11.
Aydın, O. ve Cavkaytar, A. (2018). Yazma güçlüğü görülen öğrencilerin el yazısı okunaklık düzeylerinin arttırılmasında ipucunun giderek artırılması uygulamasıyla sunulan öğretimin etkililiği. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (36), 1-23.
Beyhan, A. (2013). Eğitim örgütlerinde eylem araştırması. Bilgisayar ve Eğitim Araştırmaları Dergisi, 1(1), 65-89.
Bonny, A. M. (1992). Understanding and assessing handwriting difficulties: Perspective from the literature. Australian Occupational Therapy Journal, 39, 7–15.
Calkins, L. M., Hartman, A., & White, Z. (2005). One to one: The art of conferring with young writers. Heinemann Educational Books.
Calp, M. (2013). Yazma problemi olan bir öğrenciye bitişik eğik yazı öğretimi (Bir Eylem Araştırması). E-İnternational Journal of Educational Research, 4(1).
Chang, S. H., & Yu, N. Y. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Research in Developmental Disabilities, 34(9), 2433-2441.
Chang, S. H., & Yu, N. Y. (2017). Visual and haptic perception training to improve handwriting skills in children with dysgraphia. The American Journal of Occupational Therapy, 71(2), 7102220030p1-7102220030p10.
Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27.
Çelik, D. (2022). İlkokul öğrencilerinin yazma güçlüklerinin belirlenerek yazma becerilerinin geliştirilmesi (Doktora Tezi), Burdur Mehmet Akif Ersoy Üniversitesi, Eğitim Bilimleri Enstitüsü, Burdur.
Çınar, N. (2021). İyi Bir Sistematik Derleme Nasıl Yazılmalı?. Online Türk Sağlık Bilimleri Dergisi, 6(2), 310-314.
Datchuk, S. M. (2016). Writing simple sentences and descriptive paragraphs: Effects of an intervention on adolescents with writing difficulties. Journal of Behavioral Education, 25(2), 166-188.
Datchuk, S. M., & Kubina Jr, R. M. (2017). A writing intervention to teach simple sentences and descriptive paragraphs to adolescents with writing difficulties. Education and Treatment of Children, 40(3), 303-326.
Dennis, J. L. & Swinth, Y. (2001). Pencil grasp and children's handwriting legibility during different-length writing tasks. American Journal of Occupational Therapy, 55(2), 175- 183.
Deuel, R. (2001). Dysgraphia. In P. B. Rosenberger (Ed.), Continuum: Lifelong learning in neurology, learning disabilities (pp. 37-59). Philadelphia: Lippincott, Williams & Wilkins.
Duran, E., & Karatas, A. (2019). Elimination of Writing Difficulty in Primary School: An Action Research. International Journal of Progressive Education, 15(5), 288-300.
Dunn, M., Zajic, M. C., & Berninger, V. (2021). The self in self-regulated writing of fourth to ninth graders with dysgraphia. International Journal of School and Educational Psychology, 9(1), 34-46.
Ediger, M. (2001). Assessing Handwriting Achievement. ERIC Document Reproduction Service No. ED 346 082. Feder, K., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, 312–317.
Freeman, A. R., MacKinnon, J. R., & Miller, L. T. (2004). Assistive technology and handwriting problems: What do occupational therapists recommend?. Canadian Journal of Occupational Therapy, 71(3), 150-160.
Gerrish, K., & Lacey, A. (2010). The research process in nursing. (6th ed., pp. 79-92, 188-198, 284-302). London: Wiley-Blackwell.
Graham, S., Berninger, V. W., Abott, R. D., Abott, S., & Whitaker, D. (1997). The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170–182.
Graham, S., Harris, K. R., & Fink, B. (2000). Extra handwriting instruction: Prevent writing difficulties right from the start. Teaching Exceptional Children, 33(2), 88-91.
Graham, S., Harris, K. R., Adkins, M., & Camping, A. (2021). Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?. Reading and Writing, 34(7), 1915-1941.
Güneş, F. (2019). İlkyazma öğretimi. Sınırsız Eğitim ve Araştırma Dergisi, 4(2), 121-142. DOI: 10.29250/sead.550779
Hamstra-Bletz, L., & Blöte, A. W. (1993). A longitudinal study on dysgraphic handwriting in primary school. Journal of Learning Disabilities, 26(10), 689-699.
Hoy, M. M. P., Egan, M. Y., & Feder, K. P. (2011). A systematic review of interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78, 13-25. doi: 10.2182/cjot.2011.78.1.3
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Yılmaz, O. (2006). Derleme yazılar. Sağlık Bilimlerinde Süreli Yayıncılık. http://uvt.ulakbim.gov.tr/tip/sempozyum4/page49-52.pdf adresinden alınmıştır.

Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Konular	Özel Eğitim ve Engelli Eğitimi
Bölüm	İnceleme Makalesi
Yazarlar	Diren Çelik 0000-0001-5080-9690
Yayımlanma Tarihi	31 Mayıs 2023
Gönderilme Tarihi	8 Aralık 2022
Yayımlandığı Sayı	Yıl 2023 Cilt: 4 Sayı: 1

Kaynak Göster

APA	Çelik, D. (2023). YAZMA GÜÇLÜĞÜ YAŞAYAN ÖĞRENCİLERE YÖNELİK YAPILAN ÇALIŞMALARIN İNCELENMESİ. Alanyazın, 4(1), 43-61. https://doi.org/10.59320/alanyazin.1216112