Özet:

Although reading is a skill that should be gained and developed in primary school for the child, it is known that many students in our country have difficulties in acquiring this skill. These difficulties can be caused by different causes, such as two languages, learning difficulties. Especially in some regions of our country, there are children who are different in their native language and who come with immigration. These children experience reading difficulties because their native languages are different and therefore learning difficulties. They speak the language they learn from their families and their surroundings before they begin school. When they begin their education, they meet the Turkish language of teaching. Children who enter a different language into their worlds are transformed into two-language children. Because they did not know Turkey at a sufficient level, the word flagship has not developed enough. The processes of learning reading and writing are negatively affected by this situation and cause them to feel academically insufficient. This research aims to describe how reading-writing teaching is carried out in a multi-language classwork Work 2017-2018 Education - teaching year was carried out with students of the 1st-J branch of the Republic Primary School of Istanbul or Güngören District. The research, designed as a case study from quality research approaches, collected data through personal Information Forms, unstructured observations and reflective daily.. Students have been found to have the most difficult time writing the letters e, a and y throughout the reading and writing teaching process. The state prepared reading-writing is achieved to the conclusion that their books are not sufficient in quality and quantity. In particular, students who are different in their native language and who are found to come with migration have been challenged to adapt to the school culture. Rhythm repeatedly revealed that the students were overlooking the problems of understanding the open speech. It is the conclusion that the clear heads with rhythm make it easier to understand. Students who have not received a pre-school education have not been able to put the size of the letter in general on the listed on the surface of the page, and have difficulty writing the letters at the listed height and width. Students find the most difficult letters to understand are "y, p, g". In the process of writing, the most difficult to write the letters e, a, y have been found that they have trouble positioning the corners of the letters, they have left half and they cannot position in the appropriate form. It is recommended that the books read-writing prepared by the state are not sufficient, with better quality drawings, more concrete words, more suitable for words and more aesthetically prepared visual figures, shortly, with quality and quantity more equipped preparation. In the Turkish language skills, it has been determined that migration students have difficulty understanding what they read because of their lack of language. As a result, it may be recommended that the non-language leiter intelligence test to identify learning difficulties in some immigrant students may be applied with the collaboration of a psychological consultant and an Arabic teacher. For the development of language skills in the pre-school period, from 3 years old to each semester with increased class hours, children who come and don’t know our language can be provided to gradually receive pre-school education. Workshops related to fellow harassment to students, creative drama activities aimed at parents can be solved by adaptation problems and cultural convergence can be provided.

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