Abstract:

With this research, we aimed to introduce shortly the sample teaching reading and writing programs used in the first grades of primary schools in the State of Michigan, United States of America. We used document review and literature review techniques among qualitative research techniques in conduction of the research. The universe of research is consist of the reading and writing programs used in the State of Michigan in The United States of America in 2011-2012 educational year. Within the scope of the research, sample teaching programs used in teaching reading and writing were discussed and examined in detail. Within the scope of the research, the teaching programs used in the process of teaching reading and writing were examined. General purposes, skills, targets, behaviors/acquisitions in sample programs were discussed. Teaching and learning status/activities were determined. It was determined what measurement and evaluation techniques were used in the programs. It was determined that teachers could choose the program they wanted among the programs. It was determined that there is not obligation towards the conduction of any program among the sample programs. When the sample programs were examined, it was understood that the process of teaching reading and writing starts with preschool education. It was determined that the process of reading and writing anticipated in the sample programs cover a long time such as about three years. There are approximately 60 target acquisitions in preschool education towards teaching reading and writing. The target acquisitions in preschool teaching program shorten the process of preparation to early reading and writing. Thus, it was determined that the process of preparation for early reading and writing in first grades is shorter. In United States of America, there is no limitation or directions in selecting the method in teaching early reading and writing. Thus, it was determined that each teacher could use a different teaching reading and writing program according to his/her own competence and students’ features. When we examined the programs, we concluded that each program has a typical teaching reading and writing method. As a result of the research, we prepared a general introduction about the teaching reading and writing programs used in the State of Michigan in the United States of America. We determined that teachers could choose the method they wanted in teaching reading and writing. This research is believed to contribute researchers and classroom teachers about different applications in the world and teaching reading and writing programs.

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