A Study on the Proficiencies of Preschool Prospective Teachers  in Organizing Reading and Writing Preparation Activities

Erbaş, Yahya Han

doi:10.33418/ataunikkefd.841511

Cited by 6 publications

(6 citation statements)

References 20 publications

(5 reference statements)

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“…This integrative approach plays a pivotal role in equipping children with the ability to comprehend what they read and effectively structure their written expressions (Sağırlı & Atik, 2022). The acquisition of vocabulary and language structures during reading serves as the foundation for honing writing skills, while writing practices reciprocally reinforce reading comprehension (Erbaş, 2021). This reciprocal process facilitates enhanced analysis of textual content, the establishment of connections between different texts, and a profound understanding of text structures (Güneş, 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…The inclusion of songs transforms language learning into an engaging and interactive activity. Concurrently, listening training studies emerge as an integral component of this multifaceted process, enhancing students' fundamental language skills such as auditory comprehension, extraction of main ideas, and sound discrimination (Erbaş, 2021). This diversified approach not only cultivates reading and writing skills but also fosters critical thinking and creative expression capabilities among students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…This diversified approach not only cultivates reading and writing skills but also fosters critical thinking and creative expression capabilities among students. Thus, the incorporation of diverse text types and activities within literacy education transforms students' language learning into a more comprehensive and enriching experience (Erbaş, 2021).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach

Bülbül

2024

EDURE

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n inclusive educational settings, educators often face challenges in effectively allocating time and providing appropriate support for students with disabilities. This research aims to address these challenges by proposing a complementary method that integrates seamlessly with conventional teaching approaches, benefiting both teachers and students in the realm of reading and writing education. The primary objective is to develop a comprehensive design that supports reading and writing instruction within an inclusive environment. The proposed approach adopts a holistic perspective by incorporating classroom walls, cubes, and diverse notebooks into the learning environment. At its core, this approach revolves around two fundamental elements: the utilization of meaningful reading and writing methods and the emphasis on collaborative learning. The study is substantiated by three tiny-research initiatives, providing practical insights into the implementation of inclusive classrooms aligned with the proposed recommendations. This research introduces a holistic design, and through various investigations conducted during its development, addresses key aspects such as the design specifications for the cubes, the functionality of notebooks facilitating interaction between walls and cube surfaces, and strategies for facilitating unhindered reading and writing instruction. The findings contribute to answering crucial questions on considerations for creating an inclusive and effective learning environment for primary reading and writing instruction.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

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Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach

Bülbül

2024

EDURE

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“…The research was carried out using the phenomenology design, which is one of the qualitative research techniques. In the study, the data were examined from a Erbaş, Y.H. (2021).…”

Section: Extended Abstractmentioning

confidence: 99%

“…Araştırmanın 1 Bu araştırma, birinci yazarın yüksek lisans tezinin bir bölümünden üretilmiştir. Erbaş, Y.H. (2021).…”

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Destekleme Ve Yeti̇şti̇rme Kurslarinin Hafta İçi̇ Ve Hafta Sonu Uygulanmasina Yöneli̇k Öğretmen Görüşleri̇

Keskin¹,

Kazak

2021

Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

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Bu çalışma, Türkiye'de 2014-2015 eğitim-öğretim yılında uygulanmaya başlanan destekleme ve yetiştirme kurslarının (DYK), hafta içi ve hafta sonu uygulamasına yönelik öğretmen görüşlerini belirlemek amacıyla yapılmıştır. Araştırma, olgubilim deseninde tasarlanmıştır. Veriler, yarı yapılandırılmış görüşme tekniğiyle 19 öğretmenden toplanmıştır. Verilerin çözümlenmesinde betimsel analiz tekniği kullanılmıştır. Araştırma sonuçlarına göre hafta sonu uygulanan DYK'lerin, öğrencilerin akademik başarılarını artırmada hafta içi uygulanan DYK'lere oranla daha etkili olduğu tespit edilmiştir. Hafta içi uygulanan DYK'lerin avantajlı yönü, öğrenci devamlılığıdır. Hafta içi uygulanan DYK'lerde yorgunluk ve beslenme gibi olumsuzlukların öne çıktığı görülürken hafta sonu uygulanan DYK'lerde devamsızlık probleminin öne çıktığı görülmüştür. Hafta içi ders saati sayılarının düşürülmesi, sanat ve spor gibi beceri derslerinin de DYK'lerde açılması, DYK'lerin iyileştirilmesine yönelik öneriler olarak sunulmuştur. Yine hafta sonu uygulanan DYK'lerde öğrenci ve öğretmenlerin sosyal anlamda yaşadığı sorunlara çözüm önerileri ile öğrencilerin devamsızlığının önlenmesi önerileri getirilmiştir. Araştırmanın 1 Bu araştırma, birinci yazarın yüksek lisans tezinin bir bölümünden üretilmiştir. Erbaş, Y.H. (2021). Okuma yazmaya hazırlık çalışmalarına ilişkin okul öncesi öğretmen adaylarının yeterliklerinin incelenmesi. 80-97. 99 sonuçlarının başta Millî Eğitim Bakanlığı olmak üzere kurslar ile ilgili yönetici, öğretmen, öğrenci ve velilere yol gösterici olması beklenmektedir.

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The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

Akar,

Cengiz,

Ulutaş

2024

Participatory Educational Research

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The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.

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A Study on the Proficiencies of Preschool Prospective Teachers in Organizing Reading and Writing Preparation Activities

Cited by 6 publications

References 20 publications

Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach

Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach

Destekleme Ve Yeti̇şti̇rme Kurslarinin Hafta İçi̇ Ve Hafta Sonu Uygulanmasina Yöneli̇k Öğretmen Görüşleri̇

The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

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