Özet:

In Turkey, the first reading and writing teaching has been included and applied in the teaching programs from the past to the present; different methods such as letter, voice, word, karma, phrase, voice-based phrase methods. Although technical differences show, the longest method used in the programs is the phrase method. Finally, the first reading and writing teaching was carried out with the phrase method included in the 1968 primary education program, while the Ministry of National Education, the new primary education program was implemented in the 2004-2005 educational year and in the 2005-2006 educational year and implemented throughout our country. The subject 2005 Primary Education Program with the first reading writing teaching has been translated to a sound-based phrase method that is very different from the phrase method used for a long time. The purpose of the study is the success of the phrase and voice-based phrase method in the first reading and writing teaching, teaching stages, learning areas, events, etc. Comparison is to identify the positive and negative aspects. The universe of the study is the class teachers who conduct the first reading and writing teaching with the phrase and voice-based phrase method, and the sample is the 332 class teachers who participate in the study, who are working in the state schools in the province of Istanbul and who perform the first reading and writing teaching with the phrase and voice-based phrase method. In the study used the imagistic research model with the Nicel research method, the data collection tool created to access the data was used. The obtained data was analyzed through statistical programs and the findings were comparatively interpreted and achieved results.

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