An Activity to Support First Reading and Writing Skills

Olga Tüba Çelikten

Makale detayları

An Activity to Support First Reading and Writing Skills

Yazarlar:

Olga Tüba Çelikten

Yayıncı:

Hacettepe University

Ana Başlıklar:

Dilbilim

Dergi:

Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi Issue 7, pp.75-92

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001284984

pISSN:

2148-1970

Anahtar kelimeler:

Özet:

 The most fundamental unit of words is sound while every language has its own rhythm. This rhythm also offers an excellent ability to individuals to understand letter differences between the mother tongue and the target language learning thus, the letters more consciously during the education process. Acquiring letters and sounds cognitively, is expected to make it easier to use the right words and sentences. The next step of language development, the formation of words and sentences, is actually prepared by letters. Letters therefore, play a significant role in the teaching process. The proper use of letters in speaking, particularly in the first stage, leads to a healthy reading and writing process. One could argue that the reading-writing process determines how effectively a pupil uses the letters they learn or acquire during the speaking process as how well the student distinguishes and recognizes what he or she has learned becomes obvious. Clearly, each step in the learning process affects the one after it. One could say that the stage of recognition and differentiation serves as the foundation for the stage of combining connecting characters, which comes after. According to studies up to date, the most fundamental step in teaching reading and writing is the part of identifying and differentiating the 29 letters that make up our alphabet. However, it seems that the student may have problems with the application procedure, if these are not reinforced. For a student to move from the component to the whole and effectively use them, it is apparent that reinforcement activities are essential. This study will propose a method to use an activity in addition to the audio-visual activities in conventional teaching in this reinforcement process. Moreover, these activities will utilize fine motor skills which support particularly well identification and discrimination actions. Finally, to make this situation more understandable, the paper debates its findings and suggests teaching letters with sound first and then moving on to writing applying an activity designed using the metasynthesis method.

 The most fundamental unit of words is sound while every language has its own rhythm. This rhythm also offers an excellent ability to individuals to understand letter differences between the mother tongue and the target language learning thus, the letters more consciously during the education process. Acquiring letters and sounds cognitively, is expected to make it easier to use the right words and sentences. The next step of language development, the formation of words and sentences, is actually prepared by letters. Letters therefore, play a significant role in the teaching process. The proper use of letters in speaking, particularly in the first stage, leads to a healthy reading and writing process. One could argue that the reading-writing process determines how effectively a pupil uses the letters they learn or acquire during the speaking process as how well the student distinguishes and recognizes what he or she has learned becomes obvious. Clearly, each step in the learning process affects the one after it. One could say that the stage of recognition and differentiation serves as the foundation for the stage of combining connecting characters, which comes after. According to studies up to date, the most fundamental step in teaching reading and writing is the part of identifying and differentiating the 29 letters that make up our alphabet. However, it seems that the student may have problems with the application procedure, if these are not reinforced. For a student to move from the component to the whole and effectively use them, it is apparent that reinforcement activities are essential. This study will propose a method to use an activity in addition to the audio-visual activities in conventional teaching in this reinforcement process. Moreover, these activities will utilize fine motor skills which support particularly well identification and discrimination actions. Finally, to make this situation more understandable, the paper debates its findings and suggests teaching letters with sound first and then moving on to writing applying an activity designed using the metasynthesis method.

 The most fundamental unit of words is sound while every language has its own rhythm. This rhythm also offers an excellent ability to individuals to understand letter differences between the mother tongue and the target language learning thus, the letters more consciously during the education process. Acquiring letters and sounds cognitively, is expected to make it easier to use the right words and sentences. The next step of language development, the formation of words and sentences, is actually prepared by letters. Letters therefore, play a significant role in the teaching process. The proper use of letters in speaking, particularly in the first stage, leads to a healthy reading and writing process. One could argue that the reading-writing process determines how effectively a pupil uses the letters they learn or acquire during the speaking process as how well the student distinguishes and recognizes what he or she has learned becomes obvious. Clearly, each step in the learning process affects the one after it. One could say that the stage of recognition and differentiation serves as the foundation for the stage of combining connecting characters, which comes after. According to studies up to date, the most fundamental step in teaching reading and writing is the part of identifying and differentiating the 29 letters that make up our alphabet. However, it seems that the student may have problems with the application procedure, if these are not reinforced. For a student to move from the component to the whole and effectively use them, it is apparent that reinforcement activities are essential. This study will propose a method to use an activity in addition to the audio-visual activities in conventional teaching in this reinforcement process. Moreover, these activities will utilize fine motor skills which support particularly well identification and discrimination actions. Finally, to make this situation more understandable, the paper debates its findings and suggests teaching letters with sound first and then moving on to writing applying an activity designed using the metasynthesis method.

 Sesler dilin en küçük yapı taşını oluşturmaktadır. Aynı zamanda her dilin kendine göre bir ritmi vardır. Bu ritim eğitim öğretim sürecinde harfleri daha bilinçli öğrenebilen bireylerin anadili ve hedef dil arasındaki harf farklılıklarını dahi anlayabilecek bir seçkinlik de sunmaktadır. Seslerin ve harflerin bilişsel öğreniminin beraberinde doğru sözcük ve cümle kullanımını da getireceği beklenmektedir. Aslında harfler, bireyi, dilin bir sonraki aşaması olan sözcükleri ve cümleleri kurmaya hazır hâle getirmektedir. Bu nedenle eğitim öğretim sürecinde harfler önemli bir yere sahiptir. Özellikle ilk etapta konuşma sürecinde harflerin doğru kullanımı yerini sağlıklı bir okuma ve yazma sürecine bırakabilmektedir. Okuma-yazma süreci öğrencinin konuşma sürecinde edindiği veya öğrendiği harflerin sağlıklı kullanımının belirleyicisidir denilebilir. Çünkü bu evrede öğrencinin öğrendiklerini ne kadar tanıdığı ve ayırt ettiği belirginleşmektedir. Bu okuma yazma evresinin bir sonraki evreleri etkilediği aşikârdır. Tanıma ve ayırt etme evresinin bir sonraki evre olan harfleri birleştirme bağlama evresinin temelini oluşturduğu söylenebilir. Alfabemizdeki 29 harfi tanıma ve ayırt etme evresinin okuma ve yazma öğretimindeki en temel unsur olduğu, bugüne kadar yapılan çalışmalardan hareketle bilinmektedir. Ancak bunların pekiştirilmemesi durumunda öğrencinin uygulama sürecinde zorluklar yaşayabileceği söylenebilir. Bu bağlamda bir öğrencinin parçadan bütüne geçişinde ve bunları doğru kullanabilmesinde pekiştirme etkinliklerinin oldukça önemli olduğu görülmektedir. İlgili çalışmada bu pekiştirme sürecinde bugüne kadar uygulanan geleneksel öğretimdeki görsel-işitsel etkinliklere ek olarak nasıl bir etkinlik uygulanabileceğine dair öneri sunulacaktır. Özellikle tanıma ve ayırt etme eylemlerini destekleyen bu etkinlikler ayrıca ince motor becerilerini aktifleştiren etkinliklerdir. Bu durumu daha anlaşılır kılmak için metasentez yönteminden hareketle geliştirilen etkinlikle birlikte önce ses sonra yazıya geçiş ile harf öğretim önerisi sunulup, sonuçlar eşliğinde konu tartışmaya açılmıştır.

Makale detayları

An Activity to Support First Reading and Writing Skills

Yazarlar:

Olga Tüba Çelikten

Yayıncı:

Hacettepe University

Ana Başlıklar:

Dilbilim

Dergi:

Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi Issue 7, pp.75-92

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001284984

pISSN:

2148-1970

Recognition-discrimination

literacy

letter learning

Grade 1

activity

motor skill

Sesleri tanıma ve ayırt etme

ilk okuma-yazma

ses öğrenimi

1. sınıf

motor becerisi

Sayı

Makale detayları

Yazarlar: Olga Tüba Çelikten

Yayıncı: Hacettepe University

Ana Başlıklar: Dilbilim

Dergi: Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi Issue 7, pp.75-92

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001284984

pISSN: 2148-1970

Sayı

Yazarlar:

Olga Tüba Çelikten

Yayıncı:

Hacettepe University

Ana Başlıklar:

Dilbilim

Dergi:

Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi Issue 7, pp.75-92

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001284984

pISSN:

2148-1970