Özet:

In this study, the 'Self-based Language Teaching Method' has been developed to offer an alternative method to teachers in the reading and writing teaching process. The purpose of the method is to reach the voice by addressing the word obtained with the support of the story, and to study the formations of the word and phrase by the individual work. With this method, the teaching is carried out in three stages: read-writing preparation, read-writing transition, free reading-writing. In the preparation phase of the method, the applications that will develop the children’s speech spread are put into place, trying to develop the skills of listening, speaking, visual reading and visual presentation. Regular and irregular line-up studies, painting, cutting, breaking adhesions, and preparation studies for reading and writing are completed with applications that develop the hands and fingers muscles of children. During the transition to reading and writing, the words that will be resolved along with the stories are used by using the word cards where the names of the children are written. According to this, a word with each name story is also a tool to bring the goal to the voice. For this purpose, the teacher can also use the names of the children in the class. Before the word is written, each word is written and written. When the speech is completed, the word "Ali" is read and printed, with attention to the writing/read, with emphasis on their voices. In the next phase the word is resolved in the form of "A-l-i" to reach their voices. As a result of the interpretation of the learned word, as soon as the voice is reached, and as soon as the hecks are obtained by the sounds, words and phrases are created. To be used in this process; a "word panel" for the words to be taught and a "sound table" for the sounds to be resolved and a "hece table" for hanging the heads are prepared. As the words are taught, the "word panel" to, as the solutions continue, the sounds to the "sound table", as the heces are obtained, the heces to the "hece table" are hanged. When words and phrases are created through the individual, reading and writing texts are prepared with the children and these texts are printed. In the final stage, when the analysis and individual work are completed and the free reading and writing phase is passed, the children's reading and writing skills are reviewed. At this level, starting with simple texts and stories, activities aimed at the fields of learning of Turkish are implemented by supporting/developing basic skills.

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