İlk okuma yazma öğretiminde görsel hikayeli heceler yönteminin etkililiği (Yeni bir model önerisi)
Date
2022-03-18
Authors
Sönmez, Ayfer
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışmada, 2019 yılında tüm dünyayı etkisi altına alan Covid-19 Pandemisi sürecinde ilk okuma-yazma öğretimine yönelik geliştirilen ve önerilen Görsel Hikayeli Heceler ile Okuma Yazma Öğretim (GHHOYÖ) Yöntemi’nin okuma yazma becerisi kazanımında verimliliğini belirlemek amaçlanmıştır. Bu amaç doğrultusunda çalışmada nitel araştırma yöntemlerinden eylem araştırması deseni benimsenmiştir. Araştırmanın çalışma grubu 2019- 2020 eğitim ve öğretim yılında ilkokul birinci sınıfa başlayan Covid-19 Pandemisi nedeniyle mart ayından itibaren yüz yüze eğitime devam edemeyip okuma yazma becerisi kazanımında güçlük yaşayan iki öğrenci ve 2020-2021 eğitim ve öğretim yılında birinci sınıfa kayıtlı ancak Covid-19 Pandemisi nedeniyle yüz yüze eğitime devam edemeyen iki öğrenci olmak üzere dört öğrenciden oluşmaktadır. Araştırma kapsamında olan iki öğrenci ile önerilen ve uygulanan Görsel Hikayeli Heceler ile Okuma Yazma Öğretim (GHHOYÖ) Yöntemi kapsamında 120 dakikalık 40 bireysel oturum olarak düzenlenmiştir. Yöntemin temelinde öğrencilere görsel hikayeli hece öğretimi etkinlikleri ile daha kolay, güçlük yaşamadan, isteyerek ve anlayarak okuma yazma öğretimi etkinlikleri bulunmaktadır. Araştırmada elde edilen veriler betimsel ve içerik analizi teknikleri ile analiz edilmiştir. Araştırma sonucunda araştırmacı tarafından geliştirilen ve uygulanan Görsel Hikayeli Heceler ile Okuma Yazma Öğretim (GHHOYÖ) Yöntemi oturumlarında araştırma kapsamında olan üç öğrencinin 18-25. oturumlar arasında, bir öğrencinin 38-40. oturumlar arasında okuma yazma becerisi kazandığı gözlemlenmiştir. Çalışmanın güçlü ya da zayıf yanlarını ve öğrencilerde meydana gelen değişimi belirlemek için viii ebeveynler ile görüşmeler yapılarak sosyal geçerlik verileri toplanmıştır. Yapılan çalışmalar neticesinde öğrencilerin daha kolay, güçlük yaşamadan, isteyerek okuma yazmayı öğrendikleri; neticesinde ise özgüven kazandıkları bu durumun öğrencilerin davranışlarına da olumlu yansıdığı tespit edilmiştir. Bu çalışmada geliştirilen ve uygulanan Görsel Hikayeli Heceler ile Okuma Yazma Öğretim (GHHOYÖ) Yönetimi’nin Türk eğitim sisteminde ilkokulda okuma yazma kazanımı sürecindeki öğretmenler için önemli bir kaynak olmasıyla birlikte yeni bir yöntem olarak da kullanılabileceği görülmektedir.
In this study, it is aimed to determine the efficiency of the Visual Story Syllables and Literacy Teaching (GHHOYÖ) Management, which was developed and recommended for the first literacy teaching during the Covid-19 pandemic, which affected the whole world in 2019, in the acquisition of literacy skills. For this purpose, the action research design, one of the qualitative research methods, is adopted in the study. The study group of the research consists of four students two of them could not continue face-to-face education since March due to the Covid-19 Pandemic that started in the first grade of primary school in the 2019-2020 academic year. Two other students had difficulty in acquiring literacy skills in the first grade in the 2020 and 2021 academic year but continued face-to-face education due to the Covid-19 pandemic. It consists of four students, two of whom are unable to do so. It is organized as 40 individual sessions of 120 minutes within the scope of the Teaching of Reading and Writing with Visual Story Syllables (GHHOYÖ), which was proposed and implemented with four students within the scope of the research. On the basis of the method, there are syllable teaching activities with visual stories and literacy teaching activities more easily, without difficulty, willingly, and with understanding. The data obtained x in the research were analyzed with descriptive and content analysis techniques. As a result of the research, it was observed that three students within the scope of the research gained literacy skills between 18–25 sessions and a student between 38–40 sessions in the sessions of the Teaching of Reading and Writing with Visual Story Syllables (GHHOYÖ) Management developed and implemented by the researcher, who also interviewed parents to determine the strengths and weaknesses of the study and the change in the students' collected social validity data. As a result of the studies carried out, students learned to read and write more easily, without difficulty, and willingly. As a result, it was determined that this situation in which they gained confidence reflected positively on the behavior of the students. It is seen that the Program of Teaching Literacy with Visual Story Syllables (GHHOYÖ) developed and implemented in this study can be used as a new method as well as an important resource for teachers in the process of literacy acquisition in primary school in the Turkish education system.
In this study, it is aimed to determine the efficiency of the Visual Story Syllables and Literacy Teaching (GHHOYÖ) Management, which was developed and recommended for the first literacy teaching during the Covid-19 pandemic, which affected the whole world in 2019, in the acquisition of literacy skills. For this purpose, the action research design, one of the qualitative research methods, is adopted in the study. The study group of the research consists of four students two of them could not continue face-to-face education since March due to the Covid-19 Pandemic that started in the first grade of primary school in the 2019-2020 academic year. Two other students had difficulty in acquiring literacy skills in the first grade in the 2020 and 2021 academic year but continued face-to-face education due to the Covid-19 pandemic. It consists of four students, two of whom are unable to do so. It is organized as 40 individual sessions of 120 minutes within the scope of the Teaching of Reading and Writing with Visual Story Syllables (GHHOYÖ), which was proposed and implemented with four students within the scope of the research. On the basis of the method, there are syllable teaching activities with visual stories and literacy teaching activities more easily, without difficulty, willingly, and with understanding. The data obtained x in the research were analyzed with descriptive and content analysis techniques. As a result of the research, it was observed that three students within the scope of the research gained literacy skills between 18–25 sessions and a student between 38–40 sessions in the sessions of the Teaching of Reading and Writing with Visual Story Syllables (GHHOYÖ) Management developed and implemented by the researcher, who also interviewed parents to determine the strengths and weaknesses of the study and the change in the students' collected social validity data. As a result of the studies carried out, students learned to read and write more easily, without difficulty, and willingly. As a result, it was determined that this situation in which they gained confidence reflected positively on the behavior of the students. It is seen that the Program of Teaching Literacy with Visual Story Syllables (GHHOYÖ) developed and implemented in this study can be used as a new method as well as an important resource for teachers in the process of literacy acquisition in primary school in the Turkish education system.
Description
Keywords
Görsel hikaye, İlkokul, Öğretim yöntemi, Okuma güçlüğü, Okuma yazma becerisi, Okuma yazma öğretimi, Literacy skill, Primary school, Reading difficulty, Teaching literacy, Teaching method, Visual story
Citation
Sönmez, A. (2022). İlk okuma yazma öğretiminde görsel hikayeli heceler yönteminin etkililiği (Yeni bir model önerisi). Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.