Öğrenme güçlüğü olan öğrencilerin yazma güçlüklerinin belirlenmesi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Cengiz ALYILMAZ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, ilkokulda öğrenme güçlüğü yaşayan öğrencilerin yaptıkları yazma güçlüklerini belirlemek amacıyla gerçekleştirilmiştir. Bu amaç doğrultusunda ilk olarak Aksaray ilinde ilkokul eğitimlerine devam eden öğrencilerden öğrenme güçlüğü olanlar belirlenmiştir. Bu öğrencilerden seviyelerine uygun olarak belirlenen bir konu hakkında yazı yazmaları istenmiştir. Yazılar içerik ve mekanik özellikler açısından değerlendirilmiştir. Çalışmada araştırmacılar tarafından iki ayrı veri toplama aracı geliştirilmiştir. Bunlar, “Yazılı Anlatım Sorun Envanteri” ve “Yazma Formu”dur. Araştırmada betimsel model kullanılmış ve veriler; frekans, yüzde, standart sapma, aritmetik ortalama ve değişim katsayısı hesaplanarak analiz edilmiştir. Analizler sonucunda öğrenme güçlüğü olan öğrencilerin sıklıkla içerik ve mekanik yazma hataları yaptıkları belirlenmiştir. Sınıf seviyesi arttıkça öğrencilerin yazma hatalarında azalma görülmekle beraber bu hataların sonlanmadığı görülmüştür.
This study was carried out to determine the writing difficulties of students with learning difficulties in primary school. For this purpose, students with learning disabilities who were attending primary school education in Aksaray were identified. These students were asked to write about a topic determined according to their level. The articles were evaluated in terms of content and mechanical properties. In the study, two separate data collection tools were developed by the researchers. These are "Written Expression Problem Inventory" and "Writing Form". Descriptive model was used in the research and the data; frequency, percentage, standard deviation, arithmetic mean and coefficient of variation were calculated and analyzed. As a result of the analysis, it was determined that students with learning disabilities frequently make content and mechanical writing errors. Although there was a decrease in students' writing errors as the grade level increased, these errors did not cease.
This study was carried out to determine the writing difficulties of students with learning difficulties in primary school. For this purpose, students with learning disabilities who were attending primary school education in Aksaray were identified. These students were asked to write about a topic determined according to their level. The articles were evaluated in terms of content and mechanical properties. In the study, two separate data collection tools were developed by the researchers. These are "Written Expression Problem Inventory" and "Writing Form". Descriptive model was used in the research and the data; frequency, percentage, standard deviation, arithmetic mean and coefficient of variation were calculated and analyzed. As a result of the analysis, it was determined that students with learning disabilities frequently make content and mechanical writing errors. Although there was a decrease in students' writing errors as the grade level increased, these errors did not cease.
Açıklama
Anahtar Kelimeler
Yazma Güçlüğü, Öğrenme Güçlüğü, İlkokul, Writing Disability, Learning Disability, Primary School
Kaynak
Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
4
