SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ

ERDOĞAN, ÖZGE; UZUNER, Fatma Gül; GÜLAY, AHMET

SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ

Özge ERDOĞAN, (Karadeniz Teknik Üniversitesi İlköğretim Bölümü, Karadeniz Teknik Üniversitesi İlköğretim)

Ahmet GÜLAY, (Karadeniz Teknik Üniversitesi İlköğretim Bölümü,)

Fatma Gül UZUNER (Boş)

Elektronik Sosyal Bilimler Dergisi (elektronik)

6 2

Yıl: 2017 Cilt: 16 Sayı: 61 Sayfa Aralığı: 700 - 718 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ

Öz:

Bu araştırmanın amacı, sınıf öğretmenlerinin yazma güçlüğüne ilişkin görüşlerini belirlemektir. Araştırmanın çalışma grubunu Trabzon ili merkez ilkokullarda görev yapan ve amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi yoluyla seçilen 25 sınıf öğretmeni oluşturmaktadır. Araştırma betimsel nitelik taşımaktadır. Araştırmada elde edilen verilerin toplanması, analizi ve yorumlanmasında nitel araştırma yöntemi kullanılmıştır. Bu kapsamda araştırmaya katılan sınıf öğretmenleri ile yarı yapılandırılmış görüşmeler yapılmıştır. Yarı yapılandırılmış görüşmelerde öğretmenlere yazma güçlükleri ile ilgili toplam 6 soru sorulmuştur. Öğretmenlerle yapılan yarı yapılandırılmış görüşmelerden elde edilen veriler betimsel analiz tekniği ile incelenmiştir. Araştırmada elde edilen bulgular, öğretmenlerin yazma güçlüğünün tanımı ve içeriği hakkında yeterli bilgiye sahip olmadıklarını ortaya koymaktadır. Yazma güçlüğünü eksik bir şekilde tanımlayan öğretmenlerin, bu güçlüğü gidermeye yönelik sınırlı çeşitlilikte önerilerde bulunduğu belirlenmiştir. Ayrıca yazma güçlüğünün nedenlerinin daha çok öğretmenden kaynaklandığını düşündükleri ve bu güçlüklerle mücadele etmede kendilerine yeteri kadar güvenmedikleri sonucuna ulaşılmıştır. Araştırma sonunda yazma güçlüğü ve yazma güçlüğünün giderilmesine yönelik bazı önerilerde bulunulmuştur

Anahtar Kelime:

THE VIEWS OF CLASSROOM TEACHERS RELATED TO WRITING DIFFICULTIES

Öz:

The purpose of this research is to determine the views of the classroom teachers about the writing difficulty. The study group of the research is composed of 25 classroom teachers working in the primary schools of Trabzon province and selected through sampling of easily accessible cases from purposeful sampling methods. The research has descriptive quality. Qualitative research method was used in the collection, analysis and interpretation of the data obtained in the research. In this context, semi-structured interviews were held with class teachers who participated in the research. In semi-structured interviews, six questions were asked about teachers' difficulties in writing. The data obtained from semi-structured interviews with teachers were analyzed by descriptive analysis technique. Findings in the research show that teachers do not have qualified knowledge about the definition and content of writing difficulty. It has been determined that teachers who define writing difficulty in an incomplete way have a limited range of suggestions to overcome this difficulty. It is also the result of the fact that the causes of writing difficulty are more likely to originate from the teacher, and that they are not as trustworthy as themselves to struggle these difficulties. At the end of the research, some suggestions have been proposed to solve the writing difficulty and the writing difficulty

Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

Ateş, S., Çetinkaya, Ç. ve Yıldırım, K. (2014). Sınıf öğretmenlerinin yazma güçlükleri hakkındaki görüşleri. International Online Journal of Educational Sciences, 6(2), 475- 493.
Benjamin, A. (2005). Writing in the content areas. New York: Eye On Education. Bezrukikh, M. M. & Kreshchenko, O. Y. (2004). Psychophysiological correlates of writing and reading difficulties in children of elementary school age. Human Physiology, 30(5), 521-525. Bruning, R. & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37.
2017, 16, 61 (700-718) http://dergipark.gov.tr/esosder 715 Carter, J. (2010). Creating writers: A creative writing manual for key stage 2 and key stage 3. Oxon: Routledge.
Erdoğan. E. (2012). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatım becerisine ve yazmaya ilişkin tutuma etkisi, Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Datchuk, S. M. & Kubina, R.M. (2012). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34(3), 180-192.
De Milliano, I, Van Gelderen, A. & Sleegers, P. (2012). Patterns of cognitive self-regulation of adolescent struggling writers. Written Communication, 29(3), 303-325.
Flowers, L. & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32 (4), 928-950.
Gillespie, A. & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80, 454–473.
Graham, S. & Hall, T. E. (2016). Writing and writing difficulties from primary grades to college: Introduction to the special ıssue. Learning Disability Quarterly, 39(1), 3-4.
Graham, S., Harris, K. R., Bartlett, B. J., Popadopoulou, E. & Santoro, J. (2016). Acceptability of adaptations for struggling writers: A national survey with primarygrade teachers. Learning Disability Quarterly, 39(1), 5-16.
Graham, S. & Harris, K. R. (2013). Common core state standarts, writing and students with LD: Recommendations. Learning Disabilities Resarch & Practice, 28(1), 28-37.
Graham, S. (2009/2010). Want to improve children’s writing? Don’t neglect their handwriting. American Educator, 20-27.
Graham, S., Harris K. R., Mason, L., Fink-Chorzempa, B., Moran, S. & Saddler, B. (2008).
How do primary grade teachers teach handwriting? A national survey. Reading and Writing, 21, 49-69.
Graham, S. & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington, DC: Alliance for Excellent Education.
Graham, S. (2006). Writing. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 900–927). Mahwah, NJ: Erlbaum.
Graham, S. & Harris, K. R. (2006). Preventing writing difficulties: Providing additional handwriting and spelling instruction to at-risk children in first grade. Teaching Exceptional Children, 38(5), 64.
Graham, S., Harris,K. R. & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16, 74–84.
Graham, S., Harris, K. R. & Fink, B. (2000). Extra handwriting instruction: Prevent writing difficulties right from the start. Teaching Exceptional Children, 33(2), 88-91.
Graham, S. & Harris, K. R. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22(4), 251-262.
2017, 16, 61 (700-718) http://dergipark.gov.tr/esosder 716 Graham, S., Berninger, V., Weintraub, N. & Schafer, W. (1998). Development of handwriting speed and legibility. Journal of Educational Research, 92, 42–51.
Graham, S. & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980-1994. Educational Psychology Review, 8, 7-87.
Grisham, D. L. & Wolsey, T.D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348– 364.
Gültekin, M. ve Güvey Aktay, E. (2014). Đlk okuma yazma öğretiminde dikte çalışmaları.
Đnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 19-44.
Harris, K. R., & Graham, S. (2013). An adjective is a word hanging down from a noun: Learning to write and students with learning disabilities. Annals of dyslexia, 63(1), 65- 79.
Hooper, S. R.,Roberts, J. E., Nelson,L.,Zeisel, S. & Kasambira Fannin, D. (2010). Preschool predictors of narrative writing skills in elementary school children. School Psychology Quarterly, 25(1), 1–12.
Katusic, S. K., Colligan, R. C., Weaver, A. L. & Barbaresi, W. J. (2009). The forgotten learning disability: Epidemiology of written-language disorder in a population-based birth cohort (1976-1982), Rochester, Minnesota.Pediatrics,123,1306–1313.
Kim, Y. S., AlOtaiba, S., Puranik, C., Folsom, J. S., Greulich, L. & Wagner, R. K. (2011).
Componential skills of beginning writing:An exploratory study. Learning and Individual Differences, 21, 517–525.
Kjellin, M. S. (2007). Classroom niches for skilled readers and for children with reading and writing difficulties. Scandinavian Journal of Educational Research, 51(1), 63-79. Lam, S. F. & Law, Y. K. (2007). The roles of instructional practices and motivation in writing
performance. The Journal of Experimental Education, 75(2), 145-164. Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M. & Morphy, P. (2008).
The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education, 41(4), 234-253.
Lin, S. M. (2015). A study of ELL students' writing difficulties: a call for culturally, linguistically, and psychologically responsive teaching. College Student Journal, 49(2), 237-250.
MacArthur, C. A., Philippakos, Z. A. & Graham, S. (2016). A Multicomponent measure of writing motivation with basic college writers. Learning Disability Quarterly, 39(1), 31-43.
Maki, H. S., Vauras, M. M. S. & Vainio, S. (2002). Reflective spelling strategies for elementary school students with severe writing difficulties: A case study. Learning Disability Quarterly, 25, 189-207.
Mason, L. H., Harris, K. R. & Graham, S. (2011). Self-regulated strategy development for students with writing difficulties. Theory into practice, 50(1), 20-27.
Moore, N. S. (2009). The effects of being a reader and of observing readers on fifth grade students’ argumentative writing. Doctoral of dissertation, University of Delaware. 2017, 16, 61 (700-718) http://dergipark.gov.tr/esosder 717 Morley, D. (2007). The cambridge introduction to creative writing. New York: Cambridge University Press.
Nauman, A. D. (2007). Writing in the primary grades: Tapping young children’s enthusiasm to help them become good writers. Illinois Reading Council Journal, 35 (4), 16-28.
Nielsen, C. & West, U. (2011). The most important thing: Students with reading and writing difficulties talk about their experiences of teachers’ treatment and guidance. Scandinavian Journal of Educational Research, 55(5), 551-565.
Olinghouse, N. G. & Santangelo, T. (2010). Assessing the writing of struggling learners. Focus On Exceptional Children, 43 (4), 1-27.
Pape, K., Bjørngaard, J. H., Westin, S., Holmen, T. L. & Krokstad, S. (2011). Reading and writing difficulties in adolescence and later risk of welfare dependence. A ten year follow-up, the HUNT Study, Norway. BMC Public Health, 11.718.
Parodi, G. (2007). Reading–writing connections: Discourse-oriented research. Reading and Writing, 20 (3), 225–250.
Pirtimaa, R, Takala, M. & Ladonlahti, T. (2015). Students in higher educaiton with reading and writing difficulties. Education Inquiry, 6(1), 5-23.
Prat-Sala, M. & Redford, P. (2011). Writing essays: does self-efficacy matter? The relationship between selfefficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32 (1), 9-20.
Quinlan, T. (2004). Speech recognition technology and students with writing difficulties: Improving fluency, Journal of Educational Psychology, 96(2), 337-346.
Rebecca, J. C., Martin, A. J. & Curwood, J. S. (2016). Multidimensional motivation and engagement for writing: Construct validation with a sample of boys. Educational Psychology, 36(4), 771-791.
Ritchey, K. D. & Coker, D. L. (2014). Identifying writing difficulties in first grade: An investigation of writing and reading measures. Learning Disabilities Research & Practice, 29(2), 54-65.
Santangelo, T. (2014). Why is writing so difficult for students with learning disabilities? A narrative review to inform the design of effective instruction. Learning Disabilities--A Contemporary Journal, 12(1).
Santangelo, T. & Olinghouse, N. G. (2009). Effective writing instruction for students who have writing difficulties. Focus on exceptional children, 42(4), 1.
Saddler, B., Moran, S., Graham, S. & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3-17.
Sharples, M. (2003). How we write: Writing as creative design. London: Routledge. Sundeen, T. H. (2015). Writing instruction for adolescents in the shadow of the common core state standards. Journal of Adolescent &Adult Literacy, 59(2), 197-206.
Tops, W., Callens, C., Van Cauwenberghe, E., Adriaens, J. & Brysbaert, M. (2013). Beyond spelling: the writing skills of students with dyslexia in higher education. Reading and Writing, 26(5), 705-720.
Troia, G. A., Shankland, R. K. & Wolbers, K. A. (2012). Motivation resaerch in writing: Theoretical and empirical considerations. Reading & Ouarterly, 28, 5-28.
2017, 16, 61 (700-718) http://dergipark.gov.tr/esosder 718 Weintraub, N. & Graham, S. (1998). Writing legibly and quickly: A study of children’s ability to adjust their handwriting to meet common classroom demands. Learning Disabilities Research & Practice, 13, 146–152.
Westwood, P. (2008). What teachers need to know about reading and writing difficulties. Acer Press.
Velásquez, T. B. (2011). Investigating difficulties in elementary school students' written expression. Zona Próxima, 14.
Yangın, B. (2002). Kuramdan uygulamaya Türkçe öğretimi, Mersin: Dersal Yayıncılık. Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yıldız, M. (2013). Yazma güçlüğü olan bir ilkokul 2. sınıf öğrencisinin el yazısı okunaklılığının geliştirilmesi: Eylem araştırması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6, 282-311 . Yıldız, M., Yıldırım, K., Ateş, S. & Rasinsky, T. (2012). Perceptions of Turkish parents with children identified as dyslexic about the problems that they and their children experience, Reading Psychology, 33(5), 399-422.

APA	ERDOĞAN Ö, GÜLAY A, UZUNER F (2017). SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. , 700 - 718.
Chicago	ERDOĞAN ÖZGE,GÜLAY AHMET,UZUNER Fatma Gül SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. (2017): 700 - 718.
MLA	ERDOĞAN ÖZGE,GÜLAY AHMET,UZUNER Fatma Gül SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. , 2017, ss.700 - 718.
AMA	ERDOĞAN Ö,GÜLAY A,UZUNER F SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. . 2017; 700 - 718.
Vancouver	ERDOĞAN Ö,GÜLAY A,UZUNER F SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. . 2017; 700 - 718.
IEEE	ERDOĞAN Ö,GÜLAY A,UZUNER F "SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ." , ss.700 - 718, 2017.
ISNAD	ERDOĞAN, ÖZGE vd. "SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ". (2017), 700-718.

APA	ERDOĞAN Ö, GÜLAY A, UZUNER F (2017). SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. Elektronik Sosyal Bilimler Dergisi (elektronik), 16(61), 700 - 718.
Chicago	ERDOĞAN ÖZGE,GÜLAY AHMET,UZUNER Fatma Gül SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. Elektronik Sosyal Bilimler Dergisi (elektronik) 16, no.61 (2017): 700 - 718.
MLA	ERDOĞAN ÖZGE,GÜLAY AHMET,UZUNER Fatma Gül SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. Elektronik Sosyal Bilimler Dergisi (elektronik), vol.16, no.61, 2017, ss.700 - 718.
AMA	ERDOĞAN Ö,GÜLAY A,UZUNER F SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. Elektronik Sosyal Bilimler Dergisi (elektronik). 2017; 16(61): 700 - 718.
Vancouver	ERDOĞAN Ö,GÜLAY A,UZUNER F SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ. Elektronik Sosyal Bilimler Dergisi (elektronik). 2017; 16(61): 700 - 718.
IEEE	ERDOĞAN Ö,GÜLAY A,UZUNER F "SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ." Elektronik Sosyal Bilimler Dergisi (elektronik), 16, ss.700 - 718, 2017.
ISNAD	ERDOĞAN, ÖZGE vd. "SINIF ÖĞRETMENLERİNİN YAZMA GÜÇLÜĞÜNE İLİŞKİN GÖRÜŞLERİ". Elektronik Sosyal Bilimler Dergisi (elektronik) 16/61 (2017), 700-718.