Özet:

Developing skills in accordance with the requirements of our times and the level of development of the student requires some educational approaches and models to be considered. Some of these approaches and models are Theory of Multiple Intelligence, Constructivist Approach, Brain Based Learning, Student Centered Learning and teaching methods that mind individual differences. In the Turkish Teaching Curriculum developed within the framework of these approaches and models, it is decided that reading and writing instruction method will be the Sound-based Sentence Method. The aim of this study is to determine the success of the sound-based sentence method in teaching reading and writing in accordance with the application steps of the method, and to determine the positive and negative effects of the applications of the method, particularly on the individual steps. The universe of the study is the primary school teachers who teach reading and writing using the sound-based sentence method and the sample of the study is 332 primary school teachers who participated in the study and performed the teaching of reading and writing using the sound-based sentence method. Descriptive research model was used with quantitative research method in the study as well as the data collection tool which was formed to reach the data. The data collection tool applied to the sample which consists of teachers who used the sound-based sentence method to teach reading and writing is composed of two parts. The first part includes the characteristics and occupational knowledge of the teachers while the second part includes the evaluation of the process and the positive and negative aspects in accordance with the stages of the voice based sentence method applied in teaching. Results were obtained by analyzing the data collected with the data collection tool with statistical programs and comparatively interpreting the results of the process.

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