Abstract:

This study, in which students with learning difficulties are trying to reveal the effectiveness of the participation of the tutor in the first reading and writing teaching process and the method of coloring mixed sounds, is designed according to the technical collaborative action research from the quality action research methods. The study group has created a student, a girl, a man, coded as Elif and Rıza with the diagnosis of learning difficulties. Elif's mother participated voluntarily in the investigation while Rıza's mother did not participate in the work by apologizing for health problems. Considering the circumstances of students and providing effective participation during the course of the tutor, the first reading and writing activities were carried out with the "Voice Based Framework Method" and the "Open Hece" system. Students have been presented with colouring studies of sounds that students are confusing and difficult to perceive, but they have been attempted to support both visual and hearing senses using eco, repeated and parallel reading methods. The study found that the use of color was effective in creating visual perception in students with learning difficulties. In this process, his parent, who participated in the work, Elif completed the first reading writing process shortly, reached the level of free reading. The Rıza, who did not participate in the period of his parenthood, was able to complete the first reading writing process in a longer period and remained in the level of teachable reading that needed external support. As a result, the first reading writing process resulted in the conclusion that the participation of the student's guardian and addressing to multiple senses during the course of the study was effective in the education of students with learning difficulties.

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