Özet:

This study aimed to examine the opinions of elemantary teachers on analysis and soundbased education methods. The study has survey type. The sample of the study consists of 157 teachers who are attempting to 85 primary school in Hatay. A questionnaire which is composed of 44 items, opinions about prereading writing methods were used. According to the results of study, it is observed that soundbased sentence method makes reading earlier, adapts Turkish sound structure very well and in the regard of italics writing, it makes writing enjoyful, makes it fluid. On the other hand, teachers consider that analysis method maintains meaningful reading, makes fast-reading, reading correct with more punctuation rules obeying and it is easy to read a text with normal vertical format. In civilized societies, it is only possible for a man to have a successful career and to proceed on his own occupation when he is perfectly capable of proper reading and writing (Çelenk, 2003, 34). Several methods have been used in order to bring in pre-reading writing abilities in our country. However, since there have been recently some positive and negative opinions on analysis and sound based sentence methods, it is aimed to search about these two methods in this study. In the analysis method, it is proper to get start with understandable and brief sentences from child's daily life; with time, sentences are divided into words and words into syllables. Later, the sounds in the syllables are tried to sensed. At the end of analysis, the words, syllable and sounds got sensed are used to make new words and sentences (İlköğretim programı, 1995, 66). On the other hand, in the soundbased method, the starting point of pre-reading-writing education are sounds. After some sounds which can form a meaningful whole are given, sounds are combined to form syllables, syllables to form words and finally words to form sentences. Reading and writing goes together during prereading writing education. Each element that is read is also written. Italics is used in the education of writing (Akbayır, 2006, 94). It can be seen that advantages and limitation of both methods are mentioned when looked through literature. (Karacabey, 1988, 38; Keskinkılıç, 2005, 284; Akyol, 2005; Gündüz 2006). Problem This study aimed to examine the opinions of elementary teachers on analysis and sound-based education methods. Method The study has survey type. The sample of the study consists of 157 teachers who are attempting to 85 primary school in Hatay. A questionnaire which is composed of 44 items, opinions about pre-reading-writing methods and also personal information were used. In study, one-sampled chi- square test were used to make the relations between frequency and percentage values meaningful. Results and Suggestions According to the results of study, it is observed that sound-based sentence method makes reading earlier, makes student remember more at the returning from holidays, makes prereading writing easier for children having difficulties in learning, makes students more active, and keeps the information alive, prevents students memorizing, helps student build knowledge in a proper way, supports learning principles, increases students level of attention, improves creativity, adapts Turkish sound-structure very well, makes easy to pass from writing language to speaking language, supports social development, cares for synthesis, visualize syllables, makes relations between old knowledge and the new ones, has effective evaluation duration, considers individual differences of evaluation techniques and in the regard of italics writing, it prevents the writing mistakes of being letters in the wrong directions, transfers the continuity of thinking into writing, makes writing enjoy, makes it fluid and discontinuous, and when reading texts in different formats it helps to distinguish some sounds. On the other hand, teachers consider that analysis method maintains meaningful reading, makes fastreading, students are able to tell long texts without any meaning losses, technical features of reading can be observed, it makes reading correct with more punctuation rules obeying, provides correct dividing of words when passing to a new line. Besides, they told that it is easy to read a text with normal vertical format. In the light of the results from study, it is suggested that in the soundbased sentence method, to provide proper meaningful reading, students should be trained in meaningful reading after the sound discovering stage, in order to recognize words easier at the fast-reading more exercises should be done, for students to tell long texts without meaning losses, especially at the free-reading terms, exercises for gaining skills in listening and telling should be done, in order to have a more proper reading with all punctuation rules obeyed and with all technical features of reading included (such as emphesis, toning, and tune) materials used and drama method should be effectively used in a good manner and makes sure that text is read without losing any wanted properties, for the removing of the missspell out problem when passing to a new line, additional exercises should be done to teach how to spell correctly, in order to students' using punctuation properly, the meaning that these marks add to the text should be taught to students, and students should be stimulated to exercise in italics with the texts from study books, daily life, and study life.

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