Abstract:

First graders of elementary school are in the concrete operational stage. Elements of visual reading and visual presentation learning are widely used in the textbooks and teaching materials that are utilized in this stage. In particular, teachers use many visual elements in the stage of sensing the sounds during the first teaching of reading and writing process. Visuals that are used in this process in relation to sounds ensure memorability of sounds and increase learning process of the students. This study discusses the impact of location of sounds in visuals found in visual vocabulary of children on the sound teaching in the literacy education. The study was conducted on the first two sound groups of sound-based sentence method (e,l,a,t,i,n,o,r,m). This study uses Relational Scanning Model. The instrument used in this study was developed by the researchers. Data was colleceted by the researchers who asked the questions and elicit the answers from the participants. The following procedure was carried out during the application of the instrument: Firstly the visual related to the sound was shown to the participants who were asked whether they know the sound or not. The mark “+” was put for their correct answer whereas the mark “-“ was used for the incorrect ones. In the analysis of the data the percentage and frequency were used. The convenience sampling technique was used in the present study. Working group of the study consists of a total of 50 elementary school students from three elementary schools that are classified based on socio-economic level in the Elazığ province (low-public school, medium-public school, high-public school, high private school) and selected based on convenience sampling. The study showed that the majority of the students recognised sound based visuals.

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