Citation Number
11
Views
123
Downloands
23
Bu çalışmada, yazma güçlüğü olan bir ilkokul üçüncü sınıf öğrencisinin el yazısı okunaklılığını geliştirmek amaçlanmıştır. Araştırma, 2015-2016 yılı bahar yarıyılında Ankara ili Yenimahalle ilçesinde bir devlet okulunda gerçekleştirilmiştir. Çalışmada, zihinsel, işitsel ya da görsel herhangi bir problemi olmayan ancak öğrenme güçlüğü tanısı konmuş bir ilkokul üçüncü sınıf öğrencisi ile çalışılmıştır. Çalışmada nitel araştırma desenlerinden eylem araştırması kullanılmıştır. Uygulama öncesinde ve sonrasında öğrencinin yazma becerisindeki gelişimini değerlendirebilmek için kopyalama ve dikte metinleri yazdırılmıştır. Metinler, “Çok Boyutlu Okunaklılık Ölçeği” ve “Yazım Hataları Formu” ile analiz edilmiştir. Analiz sonuçlarından yola çıkarak öğrencinin el yazısı okunaklılığını geliştirmek amacıyla 30 saatlik bir uygulama planı gerçekleştirilmiştir. Sonuç olarak, uygulamanın başarılı olduğu, öğrencinin okunaklılık bakımından yetersiz olan yazısının kabul edilebilir düzeye geldiği görülmüştür. Araştırma, yazma güçlüğü olan ya da yazma becerisi yetersiz olan öğrencilere eğitimciler açısından verilen desteğin fayda sağladığı ve yazma sorunlarına ilişkin geliştirilen bireysel uygulamaların öğrencilerin sorunlarına çözüm sunacağını ortaya koymaktadır. Bundan yola çıkarak öğretmenler birinci sınıftan itibaren öğrencilerini iyi tanımalı, yetersizlik gösteren öğrenciyi kaderine terk etmek yerine aile, rehber öğretmen ve okul yöneticileriyle iletişime geçmelidir; neler yapılabileceği ile ilgili işbirliği yapmalıdır. Ayrıca alan yazın incelendiğinde yazma güçlüğüne ilişkin yapılan çalışmaların az sayıda olduğu görülmektedir. Yazma güçlüğüne odaklanılması ve bu alanda çalışma yapılması gerektiği düşünülmektedir.
In this study, it is aimed at improving the handwriting readability of a primary third-class student with difficulty writing. The research was carried out in the spring semester of 2015-2016 in an state school in Ankara or Yenimahalle district. The study was studied with a primary school third-class student who had no mental, hearing or visual problems but was diagnosed with learning difficulties. The research has been used in the study of quality research patterns. Copying and dictating texts were printed before and after the application to evaluate the development of the student's writing skills. The texts were analyzed with the "Multi-Dimensional Readability Scale" and "Writing Errors Form". From the results of the analysis, a 30-hour application plan was implemented in order to improve the student's handwriting readability. As a result, it has been shown that the application has been successful, that the student's insufficient text in terms of readability has reached an acceptable level. The research shows that the support given to students with difficulty writing or lack of writing skills benefits from their educators and that the individual applications developed on writing problems will provide solutions to the problems of students. Starting from this, teachers should know their students well from the first class, instead of leaving the disadvantaged student to their fate, contact the family, the guide teachers and school managers; they should cooperate on what can be done. Also, when the field is studied in summer, it is seen that there is a small number of work done about the difficulty of writing. It is considered to be focused on the difficulty of writing and to work in this field.
This study aimed to improve the handwriting legibility of a primary third-grade student. The study was conducted in the spring term of the 2015-2016 academic year in a public school in the Yenimahalle district in Ankara. The third-grade student thatparticipated in the study had no mental, auditory, or visual problems; however, was diagnosed with learning difficulties. This study was an action research, aqualitative research design. The student carried out copying and dictation writing activities in order to evaluate the difference between the writing skills before and after the application. The student’s texts were analyzed using the Multidimensional Legibility Scale and the Writing Errors Form. According to the analysis, a 30-hour action plan was developed to improve the students’ handwriting legibility. The results revealed that the action plan was successful.The student’s writing skills initially assessed as inadequate in terms of legibility improved to an acceptable level. The study indicated that the support provided by educators for students with dysgraphia or inadequate writing skills is beneficial.Individual applications designed for writing problems can contribute to the solutions of students’ writing problems. Therefore, teachers should have full knowledge of their students’ skill levels from the first grade. Additionally, theyshould have open communication with parents, counselors, and school administration for students with dysgraphia or inadequate writing skills.Instead of ignoring their writing development, cooperative measures should be taken for these students. Furthermore, only a limited number of studies on dysgraphia was identified in the related literature. Therefore, further studies should be conducted on writing difficulties.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
Article Detail 
Citation Owners
Similar Articles
Download PDF
Journal Information
Listen Paper
Print This Page
Share
Mendeley
