Characteristics of Learning Disabled Children on the Writing Process

Yıl 2009, Cilt: 29 Sayı: 29, 5 - 18, 11.10.2013

Nur Akçin

Öz

Children with learning disability usually have some mistakes in their written expression. These mistakes origins of their difficulties on writing process. Writing process is consists of five stages, these are; prewriting, writing/drafting, revising, publishing and sharing with audience. Learning disabled children show a lot of struggles all of this stages. Prewriting has probably been most neglected stage in the writing process. Writer must choose a topic, consider purpose, form, audience, and generate and organize ideas for writing in the prewriting stage. Writers note their ideas on the paper in the second stage of writing process. Activities in this stage are; writing a rough draft, writing leads, emphasizing content not mechanics. Revising might be done more than one time and might be done different kind of corrections at every times. Activities in the revising stage are; rereading the rough draft, sharing the rough draft in a writing group, revising on the basis of feedback received from the writing group. Editing is putting the piece of writing into its final form. Until this stage, the focus has been primarily on the content of students writing. Once the focus changes to mechanics, student polishes their writing by correcting spelling and other mechanical error. In the final stage of writing process, students publish their writing and share it with an appropriate audience.
Key words: Learning disabled children, writing process, revising, editing

Anahtar Kelimeler

-

ÖĞRENME GÜÇLÜĞÜ GÖSTEREN ÇOCUKLARIN YAZMA SÜRECİNDE GÖSTERDİĞİ ÖZELLİKLER

Öz

Öğrenme güçlüğü olan çocukların yazılı anlatımlarında genellikle hatalar vardır.
Bu hatalar bu öğrencilerin yazma sürecinde yaşadıkları güçlüklerden kaynaklanmaktadır.
Yazma süreci, “yazma öncesi hazırlıklar”, “yazma ya da taslak hazırlama”, “gözden
geçirme”, “düzeltme” ve basım ve okuyucu kitlesiyle paylaşma” olmak üzere beş
aşamadan oluşmaktadır. Öğrenme güçlüğü olan öğrenciler bu süreci her aşamasında çeşitli
zorluklar yaşamaktadırlar. Yazma öncesi aşama, yazma sürecinin belki de en çok ihmal
edilen aşamasıdır. Yazma öncesi hazırlıklar aşamasında yazarın konusunu seçmesi, yazma
amacını, okuyucu kitlesini ve yazı türünü belirlemesi, bilgi ve/veya düşünceleri toplayıp
düzenlemesi gerekmektedir. Yazma sürecinin ikinci aşamasında yazar düşüncelerini kağıt
üzerine kaydeder. Bu aşamadaki etkinlikler; kaba taslağın yazılması, başlangıç cümlelerinin
yazılması ve içeriğin vurgulanması’dır. Gözden geçirme bir çok kere tekrarlanabilir ve bu
tekrarlanmalarda yazının farklı boyutları ile ilgili düzeltmeler yapılabilir. Gözden geçirme
aşamasındaki etkinlikler, taslağın yeniden okunması, taslağın bir grupla paylaşılması,
gruptan alınan geribildirimlere dayanarak yazılı anlatımın gözden geçirilmesinden oluşur.
Düzeltme, yazının bölümlerini son hali için hazırlamaktır. Bu aşamaya kadar birincil odak
öğrencinin yazısının içeriği idi. Bundan sonra ise odak mekaniklere çevrilir ve öğrenci
yazım ve noktalama hatalarını düzelterek çalışmasını süsler. Yazma sürecinin final
aşamasında öğrenciler yazılarını yayımlar ve uygun bir okuyucu kitlesiyle paylaşırlar.

Anahtar Kelimeler

Öğrenme güçlüğü olan çocuklar, yazma süreci, gözden geçirme, düzeltme

Kaynakça

• Applebee, A.N. (1981). Looking at writing. Educational Leadership, March, 458-462.
• Ashton, T.M. (1999). Spell checking making writing meaningful in the classroom. Teaching Exceptional Children, 32(2), 24-27.
• Bender, W.N. (2004) Learning Disabilities: Characteristics, Identification and Teaching Strategies. Boston: Pearson Allyn and Bacon.
• Calkins, L.M.(1994). The Art of Teaching Writing (2nd Baskı). Portsmouth, NH: Heinnemann.
• Cohen, S.B. ve Plaskon, S.P. (1980). Language Arts for The Mildly Handicapped. Ohio: Merrill Publishing Company.
• Englert, C.S. ve Mariage,T.V, (1991). Shared understanding: structuring the writing experience through dialogue. Journal of Learning Disabilities, 24(6), 330-342.
• Englert, C.S., Raphael,T.E., Fear, K., ve Anderson, L. (1988). Students’ metacognitive knowledge about how to write informational texts. Learning Disability Quaterly, 11,18-46.
• Graham, S.(1997). Executive control in revising of students with learning and writing difficulties. Journal of Educational Psychology, 82, 223-234.
• Graham,S., Harris, K.R., MacArthur, C. ve Schwartz,S.(1991). Writing instruction. In B. Wong (Ed.), Learning About Learning Disabilities (2. Baskı) New York: Academic Press.
• Graves, D.H. (1985). Writing: Teachers and Children at Work. Portsmouth, NH: Heinemann.
• Hallahan, D.; Llyod, J.W.; Kauffman, J.M.; Weis, M.P. ve Martinez, E.A. (2005). Learning Disabilities: Fonudations, Characteristics and Effective Teaching. (3.Baskı). Boston: Pearson Allyn Bacon.
• Hull, G. ve Bartholomae,D. (1986). Teaching Writing. Educational Leadership, 43(7), 44-53.
• Isaacson, S.L. (1987). Effective instruction in written language. Focus on Exceptional Children. 19(6), 1-12.
• Kameenui, E.J. ve Simmons, D.C. (1990). Designing Instructional Strategies The Prevention of Academic Learning Problems. Boston: Merrill Publishing Company.
• Keefe, C.H. ve Keefe, D. (1993). Instruction for students LD: A whole language model. Intervention ın School and Clinic, 28(3), 172-177.
• Kuvshinoff, B.E. (1993). Talking Between The Lines: A Qualitative Study of The Oral Language Surrounding Journal Writing in A Class of Primary-Age Children with Learning Disabilities Yayınlanmamış Doktora Tezi. University of Cincinnati.
• Lerner, J. (1993). Learning Disabilities: Theories, Diagnosis, Teaching Strategies. (6. Baskı) Boston: Hougton Mifflin Company.
• MacArhur, C. (1994). Peers + word processing + strategies = a powerful combination for revising student writing. Teaching Exceptional Children, 27(1), 24-29.
• MacArhur, C. ve Graham, S. (1987). LD students composing under three methods of text production: handwriting, word processing, and dictation. Journal of Special Education, 21,22-42.
• Montague, M., Graves, A. ve Leavell,A. (1991). Planning, procedural facilitation and narrative composition of junior high students with learning disabilities. Learning Disabilities Research and Practice, 6, 219-224.
• Morris, N.T. ve Crump, W.D. (1982). Synatactic and vocabulary development in written language of learning disabled and non-learning disabled students at four age levels. Learning Disability Quaterly, 5,163-172.
• Murray, D.M. (1985). A Writer Teaches Writing (2. Baskı). Boston: Hougton Mifflin Company,
• Neubert,G.A. ve McNelis, S. (1986). Improving writing in the disciplines Educational Leadership, 43(7),54-58.
• Pierangelo, R. ve Guiliani, G. (2006). Learning Disabilities: A Practical Appproach To Foundations, Assessment, Diagnosis and Teaching. Boston: Pearson Allyn and Bacon.
• Poplin, M.S., Gray, R., Larsen, S., Banikowksi, A., ve Mehring, R. (1980). A comparison of components of written expression abilities in learning disabled and non-learning disabled students at three grade levels. Learning Disability Quaterly, 3(4),46-53.
• Robinson, S. ve Deshler, D.D. (1995). Learning disabled. (Ed. Meyen, E.L.; Skrtıc, T.M. Special Education Student Disability. Traditional, Emerging and Alternative Perspectives. USA: Love Publishing Company.
• Smith, C.R. (2004). Learning Disabilities: The Interaction of Students and Their Enviroments, (5. Baskı). Boston: Pearson Allyn and Bacon.
• Smith, T.E.C.; Polloway, E.A. ve Smith-Beirne, M. (1995). Written Instruction For Students with Disabilities. Denver, Love Publishing Company.
• Speece, D.L.; Case,L.P. ve Mooloy, D.E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Reseaerch and Practice.18(3), 147-156.
• Stewart,S.R. S. (1991). Development of written language profience: methods for teaching text stucture. Communication Skills and Classroom Success: Assesment and Therapy Methodologies for Language and Learning Disabled Student. USA: Thinking Publications.
• Tindal, G. ve Parker,R. (1991). Identifying measures for evalutating written expression. Learning Disabilities Research and Practice, 6, 211-218.
• Tompkins, G.A. (1997). Literacy For The 21st Century Balanced Approach. New Jersey: Merrill-Prentice Hall.
• Tompkins, G.A. (1998). Language Arts Contend And Teaching Strategies (4. Baskı). New Jersey: Merrill-Prentice Hall.
• Tompkins, G.A. (2000). Teaching Writing Balancing Process And Product (3. Baskı). New Jersey: Merrill-Prentice Hall.
• Vallecorsa, A.C.; Ledford R.R. ve Parnell,G.G. (1991). Strategies for teaching composition skills to student with learning disabilities Teaching