Parents' Views on Initial Literacy Teaching in the Distance Education Process

Abstract

The aim of this study was to determine the views of parents of primary school 1st grade children regarding their experiences in primary literacy teaching in the distance education process. For this purpose, qualitative phenomenology was used as a research design. The study group of the research consists of 76 parents of students studying in the firstgrade branches of two different primary schools affiliated to the Ministry of National Education. The data of the study were collected with a standardized interview form and demographic information test prepared by the researchers. The data collected with the standardized interview form were analyzed using content analysis. As a result of the analyzes, 4 themes and categories and codes were formed under these themes, based on the experiences and opinions of the parents regarding the first literacy learning in the distance education process. The themes revealed are, respectively, the theme of tools used or recommended outside of textbooks, the theme of teacher-parent communication in the distance education process, the theme of the role of parents in homework, and the theme of their views on online lessons in the distance education process.

Application of Augmented Reality Technology in the Teaching of Literacy at Low Learning Stage

“…Te research results showed that when designing the content and form of the professional development plan, priority should be given to the diferences in text use and interpretation of diferent school subjects to better support subject teaching [1]. Te purpose of Ilhan's and Kesik's research was to determine the parents' views on their experience of primary school literacy teaching in distance education [2]. Gezer Melike proposed that early literacy skills are all prerequisite knowledge, skills, and attitudes necessary for successful reading and writing during formal education.…”