Abstract:

Learning to read and write is one of the most basic and necessary skills of every individual. In the research, 29 children's songs were composed and the lyrics were written by the researcher in a way to contribute to the teaching of each sound at the stage of feeling, recognizing and distinguishing the sound in the first literacy teaching process. It is aimed to determine the effect of these songs on the students' reading speed and ability to follow the rules of reading. The research was carried out in a primary school with a middle socioeconomic level, in two 1st grades, the experimental and the control group. 24 students in the experimental group and 19 students in the control group were observed for 4 months. While no intervention was made in the control group, the first literacy process was completed by using 29 children's songs in the experimental group. Embedded (nested) mixed design was used as a method in the research. In terms of reading skills, the students in the experimental and control groups were observed for 4 months and the data obtained were recorded in the "Aloud Reading Skill Observation Form". At the end of the first literacy teaching process, the reading speed of the students who started reading the narrative and informative text (1 minute) was measured. The data were interpreted by converting into tables and graphics and an average of 40% in oral reading skills between the two groups in favor of the experimental group; students' reading speed in narrative text was 15.4; In the informative text, it was determined that they read 14.6 words faster.

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