Araştırma Makalesi
Yıl 2019,
Cilt: 16 Sayı: 1, 68 - 88, 01.04.2019
Öz
DOI: 10.26650/hayef.2019.18008
Bu araştırmada ilkokul dördüncü sınıfa
giden ve okuma yazmayı bilmeyen bir öğrenciye okuma yazma öğretmek amacıyla
bireysel okuma yazma eğitimi uygulanmıştır. Ayrıca verilen eğitimin öğrencinin
sınıftaki öğrenme sürecine etkisi incelenmiştir. Araştırmada nitel araştırma
yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırma 2017-2018
eğitim öğretim döneminde İstanbul’da bir devlet okulunda üç ayda 72 saat
süreyle uygulanan eğitimi kapsamaktadır. Veri toplama aracı görüşme, gözlem ve
doküman incelemesinden oluşmaktadır. Verilerin analizinde ise betimsel analiz
ve içerik analizinden yararlanılmıştır. Uygulanan program sonrasında öğrenci
okuma-yazmaya geçmiş ve okuma hızını arttırmıştır. Sonuçta, akademik olarak
sınıfının gerisinde olan bu öğrenci bireysel eğitimle okuma yazmaya geçmiştir.
Bununla birlikte öğrencinin sadece akademik becerilerinde değil sosyal
becerilerinde de gelişme görülmüştür.
Cite this article as: Örs, E. (2019). A
case study on reading-writing learning of a fourth grade student at primary
school. HAYEF: Journal of Education, 16(1); 68-88.
Anahtar Kelimeler
Durum çalışması ilkokul 4. sınıf İlkokullarda Yetiştirme Programı okuma okuma güçlüğü
Kaynakça
- Akyol, H. (2013). Programa uygun Türkçe öğretim yöntemleri (6. Baskı). Ankara: Pegem Akademi Yayıncılık. Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç. ve Rasinski, T. V. (2014). Okumayı değerlendirme öğretmenler için kolay ve pratik bir yol. Ankara: Pegem A. Akyol, H. ve Sever, E. (2018). Okuma yazma güçlüğü ve bir eylem araştırması: ikinci sınıf örneği. Hacettepe University Journal of Education, 1-23 doi: 10.16986/HUJE.2018040667 Arslan, D. ve Dirik, M. Z. (2008). İlköğretim ikinci sınıf öğrencilerinin okuma güçlüklerini gidermede okumayı geliştirici duyuşsal yaklaşımın etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 1-18. Baştuğ, M. ve Demirtaş, G. (2017). İlk okuma ve yazma öğretimi el kitabı. Ankara: Pegem Akademi. Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36 (162). Baydık, B., Ergül, C. ve Kudret, Z. B. (2012). Okuma güçlüğü olan öğrencilerin okuma akıcılığı sorunları ve öğretmenlerinin bu sorunlara yönelik öğretim uygulamaları. İlköğretim Online, 11 (3). Burns, M. S., Griffin, P., & Snow, C. E. Committee on the prevention of reading difficulties in young children (Ed.) (1999). Starting out right: a guide to promoting children’s reading success. Washington, DC: National Academy Press. Doğuyurt, M. F. ve Doğuyurt, S. B. (2016). Okuma güçlüğü çeken öğrencilerin okuma becerisinin geliştirilmesine yönelik bir çalışma: Bir eylem araştırması. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 5(14), 0-0. Dündar, H. ve Akyol, H. (2014). Okuma ve anlama problemlerinin tespiti ve giderilmesine ilişkin örnek olay çalışması. Eğitim ve Bilim, 39 (171). İlkokullarda Yetiştirme Programı Pilot Uygulama Kılavuzu-İYEP (2018). Temel Eğitim Genel Müdürlüğü İzleme ve Değerlendirme Daire Başkanlığı, Ankara. Jimerson, S. R. (1999). On the failure of failure: Examining the association between early grade retention and education and employment outcomes during late adolescence. Journal of School Psychology, 37(3), 243-272. Lau, K., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177-190. McGuinness, D. (1997). Why our children can’t read, and what we can do about it: A scientific revolution in reading. Simon and Schuster. MEB (2018). Türkçe Dersi Öğretim Programı İlkokul ve Ortaokul 1,2,3,4,5,6,7 ve 8. Sınıflar. Ankara. MEB, Gazete, R. (2014, 26 Temmuz). Millî Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği. Meisels, S. J., & Liaw, F. R. (1993). Failure in grade: do retained students catch up? The Journal of Educational Research, 87 (2), 69-77. https://doi.org/10.1080/00220671.1993.9941169 Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers, AFL-CIO, 555 New Jersey Ave.Accessed: 28.08.2018 Neuman, S. B., & Dickinson, D. K. (2018). Erken okuryazarlık araştırmaları el kitabı (handbook of early literacy research). Gözde Akoğlu & Cevriye Ergül (Çev. Ed.). Ankara: Nobel. Organisation for Economic Cooperation and Development (OECD). (2008). Teaching, learning and assessment for adults: Improving foundation skills. Paris: OECD Publishing. Organisation for Economic Cooperation and Development (OECD). (2017). Education at a glance 2017: OECD Indicators. Paris: OECD Publishing. Özcan, A. F. ve Özcan, A. O. (2016). İlk okuma yazma öğrenmede çocukların yaşadıkları güçlükler, nedenleri ve çözüm önerileri: Nitel bir araştırma. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 3 (1), 69. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. M. Bütün & S. B. Demir (Çev.). Ankara: Pegem Akademi. Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 7(39). Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31(4), 729-759. URL: https://www.jstor.org/stable/1163393 Accessed: 29-08-2018 10:50 UTC Sidekli, S. ve Yangın, S. (2010). Okuma güçlüğü olan öğrencilerin okuma becerilerinin geliştirilmesine yönelik bir uygulama. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (11), 393-413. Sezgin, Z. Ç. ve Akyol, H. (2015). Okuma güçlüğü olan dördüncü sınıf öğrencisinin okuma becerilerinin geliştirilmesi. Turkish Journal of Education, 4(2), 4-16. Tanner, C. K., & Galis, S. A. (1997). Student retention: Why is there a gap between the majority of research findings and school practice? Psychology in the Schools, 34(2), 107-114. Uzunkol, E. (2013). Akıcı okuma sürecinde karşılaşılan sorunların tespiti ve giderilmesine yönelik bir durum çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 70-83. Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432-444. Walters, D. M., & Borgers, S. B. (1995). Student retention: Is it effective? The School Counselor, 42(4), 300-310. Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., Murray, C. S., Roberts, G., & Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research, 83(2), 163-195. Westwood, P. (2001). Reading and learning difficulties: Approaches to teaching and assessment. 19 Prospect Hill Road. Camberwell, Victoria. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Genişletilmiş Baskı) Ankara: Seçkin Yayınevi. Yıldız, M. ve Akyol, H. (2011). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815. Yüksel, A. (2010). Okuma güçlüğü çeken bir öğrencinin okuma becerisinin geliştirilmesine yönelik bir çalışma. Kuramsal Eğitimbilim Dergisi, 3(1), 124-134. EK-1 Okuma-Yazma Sürecinde Yararlanılan Materyaller: Ata Yayıncılık. Dik Temel Harflerle Afacan Çalışma Yaprakları. Civelek, D., Yılmaz Gündüz, D. ve Karafilik, F. (2017). İlkokul 1. Sınıf İlk Okuma Yazma Kitabı. Ankara: Başak Matbaacılık. Ünal, E. ve Anılan H. (2018). İlkokullarda Yetiştirme Programı Türkçe Etkinlik Kitabı. Ankara: MEB Yayınları.
- Extended Summary Reading is a basic skill that depends on all formal education (Moats, 1999, p. 5). There are some children that the training provided is missing and support is required (Burns, Griffin and Snow, 1999, p. 127). Because each child has individual differences. Can not get the same pleasure from reading and can not develop the same skills with the same reading (Akyol, 2013, p. 33). Therefore, inequalities occur in education. Lack of literacy can lead to serious problems at the level of education of the country in the long run. In order to bring our education to a better level, it is necessary to replace missing structures in children. The reason for doing this study is to provide a non-literate Kübra with reading education to the fourth grade of primary school, but to close the level difference with their peers. It is important to improve the education level of our country and to give an individual to the society. Conceptual / Theoretical Framework on the Subject of Study Much research has been done to date about children who are unable to learn to read or who have difficulty reading. Razon (1982) described the factors affecting reading and causing reading difficulties. Baydık (2011) applied metacognitive strategies to students with reading difficulties and evaluated teachers’ reading comprehension practices. Baydık, Ergül and Kudret (2012) studied the opinions of third grade teachers in primary school in order to determine the problems of students with reading difficulties and worked with students who had one hundred and five reading difficulties. It was concluded that most of the teachers did not motivate the students. Purpose of the Research The aim of this study is to determine the literacy level of a student (nickname) who cannot learn how to read and write despite being in the 4th grade. For this purpose, answers to the following questions were sought. 1. What are the reasons behind the student’s failure to read or write? 2. What is the contribution of literacy education to the academic success of the student? 3. What are the changes seen in the student after the literacy training? Method In this study, qualitative research methods are used. Case study; A recent phenomenon is an empirical research method that is used within the framework of its real-life framework, used in situations where the boundaries between the phenomenon and the content are not clear, and where there is more than one evidence or data source (From Yin trans. Yıldırım and Şimşek, 2013, p. 313). In the study, each training was limited to 72 hours within three months. The participant is a 4th grade student Kübra who is studying in a public school in Istanbul in the academic year of 2017-2018. The name used was given as a nickname on the basis of the confidentiality of the student. The class teacher is a researcher-participant. The researcher saw that the student was able to copy but not read from her notebook. With the support of the parents, a total of 72 hours of individual literacy training has been given to Kübra at school exits. In this study, various sources were used as data collection tool. Observation, interview, document analysis and research diary were used. The semi-structured interview form and the IYEP (TPPS) pilot application observation form were used in the interviews with the student and the parents. In the analysis of the data, descriptive analysis and content analysis were used. The data obtained in the descriptive analysis are summarized and interpreted according to the previously determined themes. The literacy status of the students before the study was analyzed and their accuracy and errors were determined. Accordingly, an individual literacy program was prepared. Findings, Conclusion, and Discussion The school counselor had interviews with the student to provide psychosocial support. According to this, the student has a sad and withdrawn mood due to the situation in the classroom. In the classroom there are a few other students who hurt or despise him. Kübra cannot protect herself from this situation. In this process, she was subjected to peer bullying and was the subject of wave. The fact that the student does not know how to read and write also has a negative effect on her academic success in other subjects. There is a lack of motivation in Kübra, depending on the failure. For this purpose, simple activities aimed to help Kübra feel a sense of achievement are included in the classroom activities. According to the data obtained from the interviews, the existence of immigration, divorce and neglect issues, which are likely to be encountered in Kübra, were determined. It was seen that the student was able to read and write with the individual program planned appropriately. She was able to compose syllables from words, words from syllables, words from words and read texts appropriate to her level. The percentage of comprehension increased to 75%. Her writing is legit and her notebook becomes regular. She was able to get a place in class. In order for fluent reading to improve, it is important to read abundantly and repeat the words frequently. According to her work by Dündar and Akyol (2014), she states that the students who read more are better understood the texts they read, and the improved reading comprehensiveness of the words improves. However, her reading was slowed down as she reads less during the summer break. Kübra, who could not read or write for various reasons, went on to read and write with an individual program. She were excluded by their classmates before they were accepted. Individual programs enable students to develop. However, there is a need for an instructor. Instructors should be encouraged in this regard. Students who fail to read and write have a lack of motivation due to failure. These students should be offered motivating environments.
Yıl 2019,
Cilt: 16 Sayı: 1, 68 - 88, 01.04.2019
Öz
DOI: 10.26650/hayef.2019.18008
In this study, individualized literacy
education was applied to the fourth grade of primary school to teach literacy
to a student who does not know how to read and write. In addition, the effect
of education on the learning process in the classroom was examined. A case
study pattern was used in the research design. The research covers the education
applied for 72 hours in three months in a public school in Istanbul during the
2017-2018 academic year. The data collection tool consists of interview,
observation and document review. In the analysis of the data, descriptive
analysis and content analysis were used. After the applied program, the student
has been literate and increased her reading speed. As a result, this student,
who is academically behind her class, has switched to reading and writing with
individualized education. However, not only academic skills of students, but
also social skills have been improved.
Cite this article as: Örs, E. (2019). A
case study on reading-writing learning of a fourth grade student at primary
school. HAYEF: Journal of Education, 16(1); 68-88.
Anahtar Kelimeler
Case study Educating Program in Primary Schools Primary school 4th grade reading reading difficulties
Kaynakça
- Akyol, H. (2013). Programa uygun Türkçe öğretim yöntemleri (6. Baskı). Ankara: Pegem Akademi Yayıncılık. Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç. ve Rasinski, T. V. (2014). Okumayı değerlendirme öğretmenler için kolay ve pratik bir yol. Ankara: Pegem A. Akyol, H. ve Sever, E. (2018). Okuma yazma güçlüğü ve bir eylem araştırması: ikinci sınıf örneği. Hacettepe University Journal of Education, 1-23 doi: 10.16986/HUJE.2018040667 Arslan, D. ve Dirik, M. Z. (2008). İlköğretim ikinci sınıf öğrencilerinin okuma güçlüklerini gidermede okumayı geliştirici duyuşsal yaklaşımın etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 1-18. Baştuğ, M. ve Demirtaş, G. (2017). İlk okuma ve yazma öğretimi el kitabı. Ankara: Pegem Akademi. Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36 (162). Baydık, B., Ergül, C. ve Kudret, Z. B. (2012). Okuma güçlüğü olan öğrencilerin okuma akıcılığı sorunları ve öğretmenlerinin bu sorunlara yönelik öğretim uygulamaları. İlköğretim Online, 11 (3). Burns, M. S., Griffin, P., & Snow, C. E. Committee on the prevention of reading difficulties in young children (Ed.) (1999). Starting out right: a guide to promoting children’s reading success. Washington, DC: National Academy Press. Doğuyurt, M. F. ve Doğuyurt, S. B. (2016). Okuma güçlüğü çeken öğrencilerin okuma becerisinin geliştirilmesine yönelik bir çalışma: Bir eylem araştırması. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 5(14), 0-0. Dündar, H. ve Akyol, H. (2014). Okuma ve anlama problemlerinin tespiti ve giderilmesine ilişkin örnek olay çalışması. Eğitim ve Bilim, 39 (171). İlkokullarda Yetiştirme Programı Pilot Uygulama Kılavuzu-İYEP (2018). Temel Eğitim Genel Müdürlüğü İzleme ve Değerlendirme Daire Başkanlığı, Ankara. Jimerson, S. R. (1999). On the failure of failure: Examining the association between early grade retention and education and employment outcomes during late adolescence. Journal of School Psychology, 37(3), 243-272. Lau, K., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177-190. McGuinness, D. (1997). Why our children can’t read, and what we can do about it: A scientific revolution in reading. Simon and Schuster. MEB (2018). Türkçe Dersi Öğretim Programı İlkokul ve Ortaokul 1,2,3,4,5,6,7 ve 8. Sınıflar. Ankara. MEB, Gazete, R. (2014, 26 Temmuz). Millî Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği. Meisels, S. J., & Liaw, F. R. (1993). Failure in grade: do retained students catch up? The Journal of Educational Research, 87 (2), 69-77. https://doi.org/10.1080/00220671.1993.9941169 Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers, AFL-CIO, 555 New Jersey Ave.Accessed: 28.08.2018 Neuman, S. B., & Dickinson, D. K. (2018). Erken okuryazarlık araştırmaları el kitabı (handbook of early literacy research). Gözde Akoğlu & Cevriye Ergül (Çev. Ed.). Ankara: Nobel. Organisation for Economic Cooperation and Development (OECD). (2008). Teaching, learning and assessment for adults: Improving foundation skills. Paris: OECD Publishing. Organisation for Economic Cooperation and Development (OECD). (2017). Education at a glance 2017: OECD Indicators. Paris: OECD Publishing. Özcan, A. F. ve Özcan, A. O. (2016). İlk okuma yazma öğrenmede çocukların yaşadıkları güçlükler, nedenleri ve çözüm önerileri: Nitel bir araştırma. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 3 (1), 69. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. M. Bütün & S. B. Demir (Çev.). Ankara: Pegem Akademi. Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 7(39). Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31(4), 729-759. URL: https://www.jstor.org/stable/1163393 Accessed: 29-08-2018 10:50 UTC Sidekli, S. ve Yangın, S. (2010). Okuma güçlüğü olan öğrencilerin okuma becerilerinin geliştirilmesine yönelik bir uygulama. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (11), 393-413. Sezgin, Z. Ç. ve Akyol, H. (2015). Okuma güçlüğü olan dördüncü sınıf öğrencisinin okuma becerilerinin geliştirilmesi. Turkish Journal of Education, 4(2), 4-16. Tanner, C. K., & Galis, S. A. (1997). Student retention: Why is there a gap between the majority of research findings and school practice? Psychology in the Schools, 34(2), 107-114. Uzunkol, E. (2013). Akıcı okuma sürecinde karşılaşılan sorunların tespiti ve giderilmesine yönelik bir durum çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 70-83. Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432-444. Walters, D. M., & Borgers, S. B. (1995). Student retention: Is it effective? The School Counselor, 42(4), 300-310. Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., Murray, C. S., Roberts, G., & Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research, 83(2), 163-195. Westwood, P. (2001). Reading and learning difficulties: Approaches to teaching and assessment. 19 Prospect Hill Road. Camberwell, Victoria. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Genişletilmiş Baskı) Ankara: Seçkin Yayınevi. Yıldız, M. ve Akyol, H. (2011). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815. Yüksel, A. (2010). Okuma güçlüğü çeken bir öğrencinin okuma becerisinin geliştirilmesine yönelik bir çalışma. Kuramsal Eğitimbilim Dergisi, 3(1), 124-134. EK-1 Okuma-Yazma Sürecinde Yararlanılan Materyaller: Ata Yayıncılık. Dik Temel Harflerle Afacan Çalışma Yaprakları. Civelek, D., Yılmaz Gündüz, D. ve Karafilik, F. (2017). İlkokul 1. Sınıf İlk Okuma Yazma Kitabı. Ankara: Başak Matbaacılık. Ünal, E. ve Anılan H. (2018). İlkokullarda Yetiştirme Programı Türkçe Etkinlik Kitabı. Ankara: MEB Yayınları.
- Extended Summary Reading is a basic skill that depends on all formal education (Moats, 1999, p. 5). There are some children that the training provided is missing and support is required (Burns, Griffin and Snow, 1999, p. 127). Because each child has individual differences. Can not get the same pleasure from reading and can not develop the same skills with the same reading (Akyol, 2013, p. 33). Therefore, inequalities occur in education. Lack of literacy can lead to serious problems at the level of education of the country in the long run. In order to bring our education to a better level, it is necessary to replace missing structures in children. The reason for doing this study is to provide a non-literate Kübra with reading education to the fourth grade of primary school, but to close the level difference with their peers. It is important to improve the education level of our country and to give an individual to the society. Conceptual / Theoretical Framework on the Subject of Study Much research has been done to date about children who are unable to learn to read or who have difficulty reading. Razon (1982) described the factors affecting reading and causing reading difficulties. Baydık (2011) applied metacognitive strategies to students with reading difficulties and evaluated teachers’ reading comprehension practices. Baydık, Ergül and Kudret (2012) studied the opinions of third grade teachers in primary school in order to determine the problems of students with reading difficulties and worked with students who had one hundred and five reading difficulties. It was concluded that most of the teachers did not motivate the students. Purpose of the Research The aim of this study is to determine the literacy level of a student (nickname) who cannot learn how to read and write despite being in the 4th grade. For this purpose, answers to the following questions were sought. 1. What are the reasons behind the student’s failure to read or write? 2. What is the contribution of literacy education to the academic success of the student? 3. What are the changes seen in the student after the literacy training? Method In this study, qualitative research methods are used. Case study; A recent phenomenon is an empirical research method that is used within the framework of its real-life framework, used in situations where the boundaries between the phenomenon and the content are not clear, and where there is more than one evidence or data source (From Yin trans. Yıldırım and Şimşek, 2013, p. 313). In the study, each training was limited to 72 hours within three months. The participant is a 4th grade student Kübra who is studying in a public school in Istanbul in the academic year of 2017-2018. The name used was given as a nickname on the basis of the confidentiality of the student. The class teacher is a researcher-participant. The researcher saw that the student was able to copy but not read from her notebook. With the support of the parents, a total of 72 hours of individual literacy training has been given to Kübra at school exits. In this study, various sources were used as data collection tool. Observation, interview, document analysis and research diary were used. The semi-structured interview form and the IYEP (TPPS) pilot application observation form were used in the interviews with the student and the parents. In the analysis of the data, descriptive analysis and content analysis were used. The data obtained in the descriptive analysis are summarized and interpreted according to the previously determined themes. The literacy status of the students before the study was analyzed and their accuracy and errors were determined. Accordingly, an individual literacy program was prepared. Findings, Conclusion, and Discussion The school counselor had interviews with the student to provide psychosocial support. According to this, the student has a sad and withdrawn mood due to the situation in the classroom. In the classroom there are a few other students who hurt or despise him. Kübra cannot protect herself from this situation. In this process, she was subjected to peer bullying and was the subject of wave. The fact that the student does not know how to read and write also has a negative effect on her academic success in other subjects. There is a lack of motivation in Kübra, depending on the failure. For this purpose, simple activities aimed to help Kübra feel a sense of achievement are included in the classroom activities. According to the data obtained from the interviews, the existence of immigration, divorce and neglect issues, which are likely to be encountered in Kübra, were determined. It was seen that the student was able to read and write with the individual program planned appropriately. She was able to compose syllables from words, words from syllables, words from words and read texts appropriate to her level. The percentage of comprehension increased to 75%. Her writing is legit and her notebook becomes regular. She was able to get a place in class. In order for fluent reading to improve, it is important to read abundantly and repeat the words frequently. According to her work by Dündar and Akyol (2014), she states that the students who read more are better understood the texts they read, and the improved reading comprehensiveness of the words improves. However, her reading was slowed down as she reads less during the summer break. Kübra, who could not read or write for various reasons, went on to read and write with an individual program. She were excluded by their classmates before they were accepted. Individual programs enable students to develop. However, there is a need for an instructor. Instructors should be encouraged in this regard. Students who fail to read and write have a lack of motivation due to failure. These students should be offered motivating environments.
Toplam 2 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Nisan 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 16 Sayı: 1 |
