Development of the handwriting legibility of a 2nd grade Türkish student with disgraphia: Action Research

Year 2013, Volume: 6 Issue: 4, - , 04.06.2013

Mustafa Yıldız

Abstract

The purpose of this research was to explore the development of handwriting legibility of a second grade student with dysgraphia. This action research focused on a teacher’s practices and strategies to help the student with dysgraphia to improve his writing legibility. The participating student was a student in a public school setting in Ankara and a student in the researcher’s classroom science his first grade. Seven week long and 35 session action plan including sequences from big muscle movements to small muscle movements was proceeded to help the student to develop better handwriting legibility. To increase the legibility of the student’s handwriting, before and after the action copying and dictation applications were carried out. Findings indicated that the action plan was successfully shifted this student’s handwriting legibility level from inappropriate to moderate level. Thus, by effective methods and procedures teachers may help students with dysgraphia to develop better handwriting legibility.

Keywords

writing difficulties, dysgraphia, legibility, action research

Yazma Güçlüğü (Disgrafi) Olan Bir İlkokul 2. Sınıf Öğrencisinin El Yazısı Okunaklılığının Geliştirilmesi: Eylem Araştırması

Abstract

Bu çalışma, ilkokul ikinci sınıfta öğrenim gören ve yazma güçlüğü olan bir öğrenicinin el yazısı okunaklılığının geliştirilmesi amacıyla gerçekleştirilmiştir. Çalışma, bir öğretmenin öğrencisinin yazma konusunda yaşadığı soruna çözüm üretme sürecini kapsadığından uygulamalı eylem araştırması olarak tasarlanmıştır. Öğrencinin okunaklı yazma becerisini geliştirmek için büyük kas hareketlerinden küçük kas hareketlerine doğru aşamalandırılmış bir yazı öğretimi eylem planı hazırlanarak uygulanmıştır. Yedi hafta süren uygulamada 35 ders gerçekleştirilmiştir. Öğrencinin yazı okunaklılığındaki gelişimi belirleyebilmek için uygulama öncesi ve sonrası kopyalama ve dikte çalışmaları yapılmıştır. Sonuç olarak öğrencinin okunaklılık bakımından yetersiz olan yazısının orta düzeyde okunaklı bir seviyeye ulaştığı görülmüştür. Çalışma, uygun yöntem ve tekniklerle yazma güçlüklerinin giderilebileceğini ve öğretmenlerin yazma güçlüğü olan öğrencilerine destek olabileceğini göstermiştir.

Keywords

yazma güçlüğü, disgrafi, okunaklılık, eylem araştırması

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