Abstract:

It takes a very important place in understanding that you read in the primary school. Students who have trouble understanding and understanding what they read, also face this problem in other stages of education. This problem should be addressed from the moment the reading and writing process begins in primary school and should be corrected in the early period with the necessary applications. In this study, the opinions of classmates were applied and a qualitative research was carried out. The purpose of the study is to reveal the levels of class teachers using the graphic regulators strategy and the teachers' opinions about how they use the strategy in their classes. The study group consists of 63 class teachers selected through targeted sampling. Demographic information form and semi-configured interview form were used to obtain the research data. The data of the research was analyzed through the content analysis method. At the end of the study, the classmates have defined the GD strategy as schemes and tables, they use this strategy most after reading and in the form of a story map, the most important aspect in the strategy is clear, they indicate as clear, they tend to use more detailed/complex graphs than the class level, they indicate the strong side of the strategy as sustainability and limitation in mind as not adapting to each subject.

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