Year 2019, Volume 16, Issue 1, Pages 68 - 88 2019-04-01

A Case Study on Reading-Writing Learning of a Fourth Grade Student at Primary School
Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması

Esra ÖRS [1]

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DOI: 10.26650/hayef.2019.18008


In this study, individualized literacy education was applied to the fourth grade of primary school to teach literacy to a student who does not know how to read and write. In addition, the effect of education on the learning process in the classroom was examined. A case study pattern was used in the research design. The research covers the education applied for 72 hours in three months in a public school in Istanbul during the 2017-2018 academic year. The data collection tool consists of interview, observation and document review. In the analysis of the data, descriptive analysis and content analysis were used. After the applied program, the student has been literate and increased her reading speed. As a result, this student, who is academically behind her class, has switched to reading and writing with individualized education. However, not only academic skills of students, but also social skills have been improved.


Cite this article as: Örs, E. (2019). A case study on reading-writing learning of a fourth grade student at primary school. HAYEF: Journal of Education, 16(1); 68-88. 

DOI: 10.26650/hayef.2019.18008


Bu araştırmada ilkokul dördüncü sınıfa giden ve okuma yazmayı bilmeyen bir öğrenciye okuma yazma öğretmek amacıyla bireysel okuma yazma eğitimi uygulanmıştır. Ayrıca verilen eğitimin öğrencinin sınıftaki öğrenme sürecine etkisi incelenmiştir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırma 2017-2018 eğitim öğretim döneminde İstanbul’da bir devlet okulunda üç ayda 72 saat süreyle uygulanan eğitimi kapsamaktadır. Veri toplama aracı görüşme, gözlem ve doküman incelemesinden oluşmaktadır. Verilerin analizinde ise betimsel analiz ve içerik analizinden yararlanılmıştır. Uygulanan program sonrasında öğrenci okuma-yazmaya geçmiş ve okuma hızını arttırmıştır. Sonuçta, akademik olarak sınıfının gerisinde olan bu öğrenci bireysel eğitimle okuma yazmaya geçmiştir. Bununla birlikte öğrencinin sadece akademik becerilerinde değil sosyal becerilerinde de gelişme görülmüştür.


Cite this article as: Örs, E. (2019). A case study on reading-writing learning of a fourth grade student at primary school. HAYEF: Journal of Education, 16(1); 68-88. 

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  • Extended Summary Reading is a basic skill that depends on all formal education (Moats, 1999, p. 5). There are some children that the training provided is missing and support is required (Burns, Griffin and Snow, 1999, p. 127). Because each child has individual differences. Can not get the same pleasure from reading and can not develop the same skills with the same reading (Akyol, 2013, p. 33). Therefore, inequalities occur in education. Lack of literacy can lead to serious problems at the level of education of the country in the long run. In order to bring our education to a better level, it is necessary to replace missing structures in children. The reason for doing this study is to provide a non-literate Kübra with reading education to the fourth grade of primary school, but to close the level difference with their peers. It is important to improve the education level of our country and to give an individual to the society. Conceptual / Theoretical Framework on the Subject of Study Much research has been done to date about children who are unable to learn to read or who have difficulty reading. Razon (1982) described the factors affecting reading and causing reading difficulties. Baydık (2011) applied metacognitive strategies to students with reading difficulties and evaluated teachers’ reading comprehension practices. Baydık, Ergül and Kudret (2012) studied the opinions of third grade teachers in primary school in order to determine the problems of students with reading difficulties and worked with students who had one hundred and five reading difficulties. It was concluded that most of the teachers did not motivate the students. Purpose of the Research The aim of this study is to determine the literacy level of a student (nickname) who cannot learn how to read and write despite being in the 4th grade. For this purpose, answers to the following questions were sought. 1. What are the reasons behind the student’s failure to read or write? 2. What is the contribution of literacy education to the academic success of the student? 3. What are the changes seen in the student after the literacy training? Method In this study, qualitative research methods are used. Case study; A recent phenomenon is an empirical research method that is used within the framework of its real-life framework, used in situations where the boundaries between the phenomenon and the content are not clear, and where there is more than one evidence or data source (From Yin trans. Yıldırım and Şimşek, 2013, p. 313). In the study, each training was limited to 72 hours within three months. The participant is a 4th grade student Kübra who is studying in a public school in Istanbul in the academic year of 2017-2018. The name used was given as a nickname on the basis of the confidentiality of the student. The class teacher is a researcher-participant. The researcher saw that the student was able to copy but not read from her notebook. With the support of the parents, a total of 72 hours of individual literacy training has been given to Kübra at school exits. In this study, various sources were used as data collection tool. Observation, interview, document analysis and research diary were used. The semi-structured interview form and the IYEP (TPPS) pilot application observation form were used in the interviews with the student and the parents. In the analysis of the data, descriptive analysis and content analysis were used. The data obtained in the descriptive analysis are summarized and interpreted according to the previously determined themes. The literacy status of the students before the study was analyzed and their accuracy and errors were determined. Accordingly, an individual literacy program was prepared. Findings, Conclusion, and Discussion The school counselor had interviews with the student to provide psychosocial support. According to this, the student has a sad and withdrawn mood due to the situation in the classroom. In the classroom there are a few other students who hurt or despise him. Kübra cannot protect herself from this situation. In this process, she was subjected to peer bullying and was the subject of wave. The fact that the student does not know how to read and write also has a negative effect on her academic success in other subjects. There is a lack of motivation in Kübra, depending on the failure. For this purpose, simple activities aimed to help Kübra feel a sense of achievement are included in the classroom activities. According to the data obtained from the interviews, the existence of immigration, divorce and neglect issues, which are likely to be encountered in Kübra, were determined. It was seen that the student was able to read and write with the individual program planned appropriately. She was able to compose syllables from words, words from syllables, words from words and read texts appropriate to her level. The percentage of comprehension increased to 75%. Her writing is legit and her notebook becomes regular. She was able to get a place in class. In order for fluent reading to improve, it is important to read abundantly and repeat the words frequently. According to her work by Dündar and Akyol (2014), she states that the students who read more are better understood the texts they read, and the improved reading comprehensiveness of the words improves. However, her reading was slowed down as she reads less during the summer break. Kübra, who could not read or write for various reasons, went on to read and write with an individual program. She were excluded by their classmates before they were accepted. Individual programs enable students to develop. However, there is a need for an instructor. Instructors should be encouraged in this regard. Students who fail to read and write have a lack of motivation due to failure. These students should be offered motivating environments.
Primary Language tr
Subjects Social
Journal Section Articles
Authors

Author: Esra ÖRS (Primary Author)
Institution: Doktora Öğrencisi, İstanbul Üniversitesi-Cerrahpaşa, İstanbul, Türkiye

Dates

Publication Date: April 1, 2019

Bibtex @research article { iuhayefd569648, journal = {HAYEF Journal of Education}, issn = {}, eissn = {2602-4829}, address = {İstanbul University-Cerrahpaşa}, year = {2019}, volume = {16}, pages = {68 - 88}, doi = {}, title = {Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması}, key = {cite}, author = {ÖRS, Esra} }
APA ÖRS, E . (2019). Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması. HAYEF Journal of Education, 16 (1), 68-88. Retrieved from http://dergipark.org.tr/iuhayefd/issue/45421/569648
MLA ÖRS, E . "Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması". HAYEF Journal of Education 16 (2019): 68-88 <http://dergipark.org.tr/iuhayefd/issue/45421/569648>
Chicago ÖRS, E . "Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması". HAYEF Journal of Education 16 (2019): 68-88
RIS TY - JOUR T1 - Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması AU - Esra ÖRS Y1 - 2019 PY - 2019 N1 - DO - T2 - HAYEF Journal of Education JF - Journal JO - JOR SP - 68 EP - 88 VL - 16 IS - 1 SN - -2602-4829 M3 - UR - Y2 - 2019 ER -
EndNote %0 HAYEF Journal of Education Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması %A Esra ÖRS %T Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması %D 2019 %J HAYEF Journal of Education %P -2602-4829 %V 16 %N 1 %R %U
ISNAD ÖRS, Esra . "Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması". HAYEF Journal of Education 16 / 1 (April 2019): 68-88.
AMA ÖRS E . Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması. HAYEF Journal of Education. 2019; 16(1): 68-88.
Vancouver ÖRS E . Bir İlkokul Dördüncü Sınıf Öğrencisinin Okuma-Yazma Öğrenimi Üzerine Durum Çalışması. HAYEF Journal of Education. 2019; 16(1): 88-68.