DETERMINING THE WRITING DIFFICULTIES OF STUDENTS WITH LEARNING DISABILITIES

Year 2023, , 1822 - 1832, 15.12.2023

Aybala Çayır , Emine Balcı

https://doi.org/10.7884/teke.1370860

Abstract

This study was carried out to determine the writing difficulties of students with learning difficulties in primary school. For this purpose, students with learning disabilities who were attending primary school education in Aksaray were identified. These students were asked to write about a topic determined according to their level. The articles were evaluated in terms of content and mechanical properties. In the study, two separate data collection tools were developed by the researchers. These are "Written Expression Problem Inventory" and "Writing Form". Descriptive model was used in the research and the data; frequency, percentage, standard deviation, arithmetic mean and coefficient of variation were calculated and analyzed. As a result of the analysis, it was determined that students with learning disabilities frequently make content and mechanical writing errors. Although there was a decrease

Keywords

Writing disability, Learning disability, Primary school

ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİN YAZMA GÜÇLÜKLERİNİN BELİRLENMESİ

Abstract

Bu çalışma, ilkokulda öğrenme güçlüğü yaşayan öğrencilerin yaptıkları yazma güçlüklerini belirlemek amacıyla gerçekleştirilmiştir. Bu amaç doğrultusunda ilk olarak Aksaray ilinde ilkokul eğitimlerine devam eden öğrencilerden öğrenme güçlüğü olanlar belirlenmiştir. Bu öğrencilerden seviyelerine uygun olarak belirlenen bir konu hakkında yazı yazmaları istenmiştir. Yazılar içerik ve mekanik özellikler açısından değerlendirilmiştir. Çalışmada araştırmacılar tarafından iki ayrı veri toplama aracı geliştirilmiştir. Bunlar, “Yazılı Anlatım Sorun Envanteri” ve “Yazma Formu”dur. Araştırmada betimsel model kullanılmış ve veriler; frekans, yüzde, standart sapma, aritmetik ortalama ve değişim katsayısı hesaplanarak analiz edilmiştir. Analizler sonucunda öğrenme güçlüğü olan öğrencilerin sıklıkla içerik ve mekanik yazma hataları yaptıkları belirlenmiştir. Sınıf seviyesi arttıkça öğrencilerin yazma hatalarında azalma görülmekle beraber bu hataların sonlanmadığı görülmüştür.

Keywords

Yazma güçlüğü, Öğrenme güçlüğü, ilkokul

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