Özet:

This study aims to determine the views of elementary school teachers on the difficulties experienced by students in writing. Phenomenology, a qualitative research method, was used in the study. The study group consisted of 33 elementary school teachers working in state elementary schools. The data were collected through open-ended questions in a digital environment. Descriptive analysis was used to analyze the data. The data were coded, classified into themes, and presented to two experts for reliability. Reliability was calculated using the Miles and Huberman formula. Inter-rater reliability was determined to be 0.83. The results showed that the participating teachers did not have a clear understanding of the concept of writing difficulties and what its constituents were, that the students, experiencing writing difficulties, were having problems with letters that were similar and that the reasons for writing difficulties varied widely. In addition, it was determined that in-class and out-of-class practices focused mostly on the mechanical aspect of writing and that the interaction of the students having writing difficulties with their families and peers was at a good level in general. Finally, the teachers stated that the pandemic negatively affected students’ writing and that the students needed support in that area.

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