Elementary School Classroom Teachers’ Views on Writing Difficulties

Abstract

This study aimed to explore elementary school classroom teachers' self-efficacy beliefs related to how to address writing difficulties and knowledge about writing difficulties. Through this aim, the criterion sampling, one of the purposeful sampling techniques, was employed and a total of 226 classroom teachers constituted the research sample. A questionnaire form including an eightquestion-section based on rating and two-question-section based on classification and interpretation was used. The frequency, percentage, and content analyses were used to analyze the data obtaining from the research. The research finding showed that the classroom teachers mostly focused on writing difficulties appearing in learning writing skills, they believed that the writing difficulties are caused by learning cursive-slanted handwriting style, and had positive and high efficacy beliefs regarding how to deal with writing difficulties. We concluded from the research that the content dimension of writing difficulties is neglected.© Extended Summary PurposeThis study aimed to explore elementary school classroom teachers' self-efficacy beliefs related to how to address writing difficulties and knowledge about writing difficulties. MethodIn the research, the criterion sampling, one of the purposeful sampling techniques, was employed and a total of 226 classroom teachers constituted the research sample. A questionnaire form including an eightquestion-section based on rating and two-question-section based on classification and interpretation was used to collect the data of the research. FindingsThe research finding showed that the classroom teachers mostly focused on writing difficulties appearing in learning writing skills, they believed that the writing difficulties are caused by learning cursiveslanted handwriting style, had positive and high efficacy beliefs regarding how to deal with writing difficulties, and also contended that they would allocate more time for to the writing activities for remediating writing difficulties.

Primary School Teachers' Practices and Troubles with the Students Who They Think Have Undiagnosed Difficulties in Verbal Communication, Reading and Writing

“…In this study, it was found that the primary school teachers more frequently have the problem of "not being able to allocate more time" in their practices for the students considered to have writing difficulty. In the same way, in the study by Ateş, Çetinkaya and Yıldırım [5], though not the majority, there were participants linking writing difficulty to the impossibility of allocating sufficient time to writing education. Besides this, in the same study, there were also participants linking writing difficulty to the incapability of giving a good education.…”

Sentence Analysis Method in Mother Tongue Teaching

“…In the literature, it can be stated that the studies related to the sound-based teaching method have been conducted on teachers' opinions, the effect of the applied method on different skills, and the effect of various types of language teaching practices on skill development (Akyol and Temur, 2008;Güneş, 2013;Ateş, Ada and Baysal, 2014;Ayrancı, 2019). In studies, it has been indicated that teachers had a positive attitude in terms of suitability to the structure of the language related to the sound-based teaching method, conformity to the constructivist approach, enhancing the vocabulary, developing listening skills, accelerating the transition to reading and writing, ensuring permanent learning by comprehending without memorization, sparing more time for activities, teaching individual letters easily, and providing the beauty of writing.…”

Sınıf Öğretmenlerinin Uzaktan Eğitim Sürecinde Okuma ve Yazma Güçlüğü Çeken Öğrencilerin Yaşadıkları Sorunlara İlişkin Görüşleri ve Çözüm Önerileri

“…Araştırmanın bu bulgularına benzer şekilde Skar, Graham ve Huebner (2021) de uzaktan eğitim sürecinde azalan öğretim süresi ve öğretmenle daha az bireysel temas nedeniyle öğrencilerin öğrenmeye daha az motive olduklarını, öğretmenlerin öğrencilerle daha az doğrudan etkileşimi nedeniyle yazma gibi karmaşık becerilerin öğrenmesinin daha zor olduğunu vurgulamaktadır. Ateş, Çetinkaya ve Yıldırım (2014) tarafından yapılan çalışmada ise yazma güçlüğüne yönelik öğretmenlerle yaptığı görüşmede öğretmenlerin, sınıfların kalabalık olmasının yazma güçlüğü olan öğrencilerle bire bir çalışma yapmayı zorlaştırdığı yönünde görüş bildirdikleri ortaya çıkmıştır.…”