Özet:

The educational objective of this research, designed as a formatory experimental research, is to ensure an increase in the level of written response they give to the first-school second-class students to understand that they read, oral narrative and picturesque books. The study included 22 second-class students from a primary school located in Ankara, the teachers of these students and 6 teachers candidates. The investigation lasted eight weeks. The first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week of the first week. The research’s preliminary and final test data was collected using a painted children’s book written by a professional author. During the second and seventh weeks, photographs were prepared by the teachers candidates. The study has measured students' achievements in understanding questions related to the story map, written reactions, verbal narratives and reading interests. In addition, semi-configured and unconfigured conversations were held with teachers candidates, students and classmates. Comparing the first and eighth week pre- and final test results, students found significant differences in their story map and written reactions and they raised their scores. Between the two and the seventh weeks of the use of the graphic books prepared by the teacher candidates, a linear and meaningful increase in the students' understanding and written response points was usually observed. At the end of the study, the student’s reading interest has also increased. The four selected students' oral narrative skills were measured for eight weeks and the students' score increased linearly. Interviews with students showed that they have an intense interest in picturesque books and that they have a desire to write picturesque books. The experimental findings achieved by this study showed that the painted books prepared by teachers candidates were loved by students and that these books could be used as teaching materials to improve their reading, writing and reactions.

Özet:

The purpose of this research, which is designed as a formative experiment, is to increase second graders' reading comprehension, written responses and oral retelling scores. Twenty-two second grade students from a primary school in Ankara, their teacher, and 6 pre-service teachers (PSTs) participated in this study. The study lasted eight weeks. First week pre-test, and eighth week post-test data were collected. The pre-and-posttest data of the study were collected by using picturebooks written by a professional author. Between the second and seventh weeks, self-published picturebooks (SPPBs) created by the PSTs were used. In this study, the students' achievement in the comprehension questions (story maps), written responses, and oral retellings were measured. Their reading interests were also surveyed. In addition, semi-structured and unstructured interviews were conducted with the PSTs, students, and the classroom teacher. When the pre-and-post-test results of the first and eighth weeks were compared, it was seen that there were significant differences in the students' story map and written response scores, and they could increase their scores. Between the second and seventh weeks, the SPPBs created by the PSTs were used and the results showed that there was a linear and significant increase in the students' comprehension and written response scores. Increases in students' reading interest have also been observed at the end of the intervention. The oral retelling skills of the four students were measured for eight weeks and it was seen that the students increased their scores linearly. The interviews with the students revealed that they had an intense interest in the picturebooks and they had a desire to be a picturebook author. The empirical results obtained from this research showed that the picturebooks created by the PSTs were liked by the students and that these books could be used as instructional materials to improve their reading, writing, and responses.

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