Abstract:

Many primary reading and writing teaching methods have been applied in our world since the 1900s. These are listed as letter, sound, syllable word and sentence method. At first, methods such as sounds, letters, syllables were used, then word-sentence methods with rich resources were applied, which were shelved after the 2000s, and today, sound-based methods have been used. Research shows that sound and sound-based methods are highly effective. For this reason, voice methods have been emphasized in most countries in recent years. In this research, it is aimed to determine the basic features of the sound methods applied in alphabetic languages in our world. For this purpose, 20 sound methods that have been applied since the 1900s have been identified. Of these, 14 methods were selected, their characteristics, scientific foundations, teaching processes and activities were determined, and they were compared with others in similar and different aspects. At the end of the research, it was revealed that sound methods have been continuously developed and renewed since the past and are widely used today. In these methods, which started with sound teaching, various activities such as letters, signs, mouth and facial movements, gestures, music, pictures, visuals, rhythm, games, geometric shapes, phonetic alphabet, story, and frequently used sounds were used to teach sounds. In order to attract the attention of the students and to ensure their active learning, interesting and active activities were given, and the primary reading and writing teaching process was tried to be facilitated. It is recommended that these applications be used in our country as well.

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