Okuma Uzmanlığına İlişkin Sınıf Öğretmenlerinin Görüşleri

Turan, Mehmet; Alp, Diayddin; Yıldırım, Esat; Turan, Turan; Erdem, Erol; Celayir, Ibrahim; Küpçü, Selçuk; Babacan, Kübra

doi:10.14686/buefad.2018usosozelsayi13215

Cited by 2 publications

(1 citation statement)

References 1 publication

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“…According to the research findings of Erkuş and Baştuğ (2014), scholars and primary school teachers gave positive opinions on the training of reading experts. In their study, Turan et al (2015) supported the reading expertise of primary school teachers regarding the education of students with reading disabilities. The Ministry of National Education ought to carve out the legal infrastructure that will procure the training and employment of reading experts as soon as possible and prepare postgraduate education programs in order to train reading specialists in accordance with world standards in this process (Akyol & Yıldız, 2013).…”

Section: Deficiencymentioning

confidence: 87%

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Gül

Özdemir

2023

IJELS

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There is widespread acknowledgement that importance of reading skill is increasing day by day. Reading is the first step to learning and revealing something new. Beyond the primary grades, it plays a vital role in keeping up with the requirements of the age. Individuals who read, understand, question, think and produce develop societies. Thus, it is inevitable that individuals who have difficulties in acquiring reading skill will encounter difficulties both in school life and in society. To remove barriers of people presence in academic and daily life, students with these difficulties should be identified as early as possible and the difficulties they experience should be eliminated. The proficiency of primary school pre-service teachers regarding the concepts of “reading’’ and “reading difficulty’’ gives clues for identifying and remedying individuals with reading disabilities. It is aimed to determine the metaphorical perceptions of primary school pre-service teachers towards the concepts of “reading’’ and “reading disability’’ in order to help address this issue. The study group of the research consists of 89 4thgrade primary school pre-service teachers who continue their education at a state university in the Black Sea Region in Turkey in the fall semester of the 2017-2018 academic year. The model of this research is phenomenology which is one of the qualitative research methods. A questionnaire developed by the researchers was used as a data collection tool. Content analysis method was used in the analysis of the data. Five different categories related to reading skills and reading disabilities emerged as a result of the analysis of the data. Categories related to the concept of reading skills are 'Discovering Something New', 'Fun Source', 'Embarking on Adventure', 'Decoding' and 'Other'. The categories related to the concept of reading disability are 'Difficulty', 'A problem in itself', 'Visual impairment', 'Deficiencies' and 'An insurmountable problem'.

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Section: Deficiencymentioning

confidence: 87%

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Gül

Özdemir

2023

IJELS

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Okuma güçlüğü yaşayan ilkokul öğrencilerinin derinlemesine incelenmesi: Bir durum çalışması

Şenel

Baştuğ

2020

Okuma Yazma Eğitimi Araştırmaları

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The study aims to determine the effect of creative writing activities based on self-In our country, there are students who do not have the ability to read and understand at the desired level although they are in the last grade of primary school. In this study, the academic achievements and school life of students with reading difficulty who attend the fourth grade of primary school, were examined. The study was carried out with the case study method, which is one of the qualitative research designs. The study group of the research consisted of five students, two of whom were boys and three were girls, in the fourth grade in primary school in the 2015-2016 academic year. Observation, interview, and document analysis were conducted in this research. The research data were collected using the Error Analysis Inventory, e-school data, course materials of students, the observation form developed by the researcher, and the semi-structured interview form. In the research, the data were analyzed through content analysis and descriptive analysis. As a result of the research, it was determined that students with reading difficulty also failed academically. In addition, it was determined that the students experienced various difficulties and displayed unwanted behaviors in the school and within the classroom environment, among their friends, during classes. The results were discussed in the light of the related literature, and various suggestions were presented.

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Okuma Uzmanlığına İlişkin Sınıf Öğretmenlerinin Görüşleri

Cited by 2 publications

References 1 publication

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Okuma güçlüğü yaşayan ilkokul öğrencilerinin derinlemesine incelenmesi: Bir durum çalışması

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