Describing the Writing Skills of the First Grade Elementary School Students

Okatan, Özlem; Özer, Derya Arslan

doi:10.16916/aded.681425

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…The relevant literature review has revealed that there are a number of studies conducted on the legibility of students' handwriting at the first grade (Aktaş & Bakkaloğlu, 2021;Gök & Baş, 2020;Okatan & Özer, 2020;Ulu, 2019) as well as those conducted with students at other grade levels (Fogel, Rosenblum & Barnett, 2022;Ghorbani et al, 2020;Schwellnus et al, 2012;Yıldız & Ateş, 2010). Besides being a factor affecting the writing skill, legibility in and of itself is also affected by some factors.…”

Section: Introductionmentioning

confidence: 99%

Does Primary Students’ Writing Ergonomics Affect Their Handwriting Legibility?

Aktaş¹

2023

Language Teaching and Educational Research

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The aim of this study is to examine the effect of primary school students’ writing ergonomics on their handwriting legibility. Data was collected with the convenience sampling method in this study, conducted with the survey model as one of the quantitative research methods. The study sample consisted of 450 primary school students studying in the 1st, 2nd, 3rd and 4th grades of public schools in the city centre of Konya, Türkiye. The “Writing Process Observation Form” was used to determine the preferences of the students for writing ergonomics. In order to determine the handwriting legibility of the students, they were given a dictation activity, upon which their writings were analysed according to the “Multidimensional Legibility Scale”. The t-test and ANOVA were used for analysing the data collected in the present study, as a result of which the handwriting legibility of female students turned out to be better than that of male students, and besides that, a statistical significance was found in terms of the grade level variable. As a conclusion, first and fourth grade students appeared to write more legibly than third grade students, and the right-handed students were found to write more legibly than the left-handed ones. However, the writing ergonomics of the students (i.e., notebook/paper positions, pencil gripping styles and pencil gripping point) seemed to have no significant impact on the legibility of the writing.

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Section: Introductionmentioning

confidence: 99%

Does Primary Students’ Writing Ergonomics Affect Their Handwriting Legibility?

Aktaş¹

2023

Language Teaching and Educational Research

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Yazma Güçlüğü Olan Üçüncü Sınıf Öğrencisinin Yazma Becerisinin Geliştirilmesi

PÜRSÜN

2023

CUED

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Bu araştırmada üçüncü sınıfa devam eden ve yazma güçlüğü olan bir öğrencinin yazma becerisinin geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda zihinsel, işitsel veya görsel olarak herhangi bir sorunu olmayan ancak yazma güçlüğü gösteren bir öğrenci ile araştırma yürütülmüştür. Araştırma eylem araştırması olarak desenlenmiştir. Uygulama öncesinde ve sonrasında öğrenciye kopya ve dikte edilen metinler yazdırılmış, aynı zamanda yazma hızı tespit edilmiştir. Öğrencinin yazdığı metinler ‘’Çok Boyutlu Okunaklılık Ölçeği’’ ve ‘’Yazım Hataları Formu’’ ile analiz edilmiştir. Verilerin toplanmasında aile ve öğrenci ile yapılan görüşmelerin yanı sıra araştırmacı günlüğünden de yararlanılmıştır. Öğrencinin yazma becerisini geliştirmek amacıyla haftada 4 saat olmak üzere 8 hafta sürecek bir eylem planı hazırlanmıştır. Uygulama sonucunda eylem planının yazma becerisinin geliştirilmesinde etkili olduğu, öğrencinin kopya ve dikte edilen metinlerde yazı okunaklılığının arttığı, yazma hatalarının kopya edilen metinde azalmasına rağmen dikte edilen metinde harf ekleme/atlama ve harf karıştırma sorunlarının devam ettiği tespit edilmiştir. Bununla birlikte öğrencinin yazma hızında beklenilen düzeyde bir gelişme olmadığı belirlenmiştir.

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Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies

Erbasan

Dedeoğlu

2023

Kuramsal Eğitimbilim

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Designed as action research, this qualitative study aims to develop the informational text writing skills of gifted students through the strategies of “all about” books and frames for writing biographies. The study group of the research consists of 21 gifted 4th grade students studying in the field of general mental ability in a Science and Art Center in the spring semester of the 2020-2021 academic year. An eight-week action plan was prepared to support the development of these students' ability to write informational texts. The first 4 weeks are planned with our “all about” books, the last 4 weeks with the strategies of biography writing frameworks. The data were collected with student and teacher diaries, observer reports, student products and Informational Text Writing Rubric. Content analysis was used in the analysis of the collected data. The analysis of the data revealed that while the informational text writing skills of the students were at a moderate level at the beginning, they reached a high level at the end of the process. Based on the findings, some suggestions were presented to teachers and researchers to improve students' ability to write informational texts.

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Describing the Writing Skills of the First Grade Elementary School Students

Cited by 3 publications

References 26 publications

Does Primary Students’ Writing Ergonomics Affect Their Handwriting Legibility?

Does Primary Students’ Writing Ergonomics Affect Their Handwriting Legibility?

Yazma Güçlüğü Olan Üçüncü Sınıf Öğrencisinin Yazma Becerisinin Geliştirilmesi

Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies

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