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Journals / Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi / 2026 / Cilt: 16 Sayı: 3

Handwriting analysis of primary school first-grade students: Legibility and writing errors

İlkokul birinci sınıf öğrencilerinin yazılarının analizi: Okunaklılık ve yazma hataları

Zehra Yaşar Sağlık(HASAN KALYONCU ÜNİVERSİTESİ)0000-0001-5626-4660
Ülkü Çoban Sural(KARAMANOĞLU MEHMETBEY ÜNİVERSİTESİ)0000-0002-9766-2443
Pages
1360–1382
Publication Date
2026-09-26
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that students’ handwriting legibility is generally between a moderate and fully adequate level.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the written products of first-grade primary school students who are learning initial literacy within the framework of the Türkiye Century Education Model in terms of legibility and writing errors.
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Key Findings & Data:The study group consisted of 206 first-grade students (112 girls, 94 boys).
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Conclusion & Impact:The findings indicate that students’ handwriting legibility is generally between a moderate and fully adequate level.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:İlkokul · Yazma becerisi · Okunaklılık

Abstract

The aim of this study is to examine the written products of first-grade primary school students who are learning initial literacy within the framework of the Türkiye Century Education Model in terms of legibility and writing errors. The study was designed using a survey model, one of the quantitative research methods. The study group consisted of 206 first-grade students (112 girls, 94 boys). Data were collected through a dictation task. The Multidimensional Legibility Scale and the Writing Error Detection Form were used in the study. The data were analyzed using descriptive statistics and the Mann–Whitney U test. The findings indicate that students’ handwriting legibility is generally between a moderate and fully adequate level. Higher performance was observed in slant, spacing, and line tracking dimensions, whereas relatively lower performance was found in the form dimension. Writing errors were most frequently concentrated on letter omissions within words, inappropriate spacing between words and sentences, inability to properly organize text layout on the page, and incorrect use of punctuation marks. Analyses by gender revealed that female students performed better than male students in terms of both legibility and writing errors. In conclusion, results demonstrate that highlight the importance of holistic approaches in writing instruction that focus not only on the product but also on the process.

Özet

Bu çalışmanın amacı, Türkiye Yüzyılı Maarif Modeli kapsamında ilk okuma-yazma öğrenen ilkokul birinci sınıf öğrencilerinin yazılı ürünlerini okunaklılık ve yazma hataları açısından incelemektir. Araştırma, nicel araştırma yöntemlerinden tarama modeline dayalı olarak desenlenmiştir. Çalışma grubunu, 206 birinci sınıf öğrencisi (112 kız, 94 erkek) oluşturmaktadır. Veriler dikte yöntemiyle toplanmıştır. Araştırmada Çok Boyutlu Okunaklılık Ölçeği ve Yazma Hataları Tespit Formu kullanılmıştır. Veriler betimsel istatistikler ve Mann–Whitney U testi ile analiz edilmiştir. Bulgular, öğrencilerin yazı okunaklılığının genel olarak orta düzey ile tamamen yeterli düzey arasında olduğunu göstermektedir. Eğim, boşluk ve satır takibi boyutlarında daha yüksek; biçim boyutunda ise görece daha düşük performans belirlenmiştir. Yazma hatalarının en çok kelime içindeki harf eksiklikleri, kelimeler ve cümleler arasında uygun boşluk bırakmama, yazının sayfa üzerindeki yerleşimini düzenleyememe ve noktalama işaretlerini doğru kullanamama alanlarında yoğunlaştığı belirlenmiştir. Cinsiyete göre yapılan analizlerde, kız öğrencilerin hem okunaklılık hem de yazma hataları açısından daha başarılı olduğu belirlenmiştir. Sonuç olarak bulgular, yazma öğretiminde yalnızca ürüne değil, sürece odaklanan bütüncül yaklaşımların önemini ortaya koymaktadır.

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Cite This Article

Sağlık, Z. Y., Sural, Ü. Ç., *, Ü. Ç. S. (2026). Handwriting analysis of primary school first-grade students: Legibility and writing errors. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, Cilt: 16 Sayı: 3, 1360–1382. https://doi.org/10.30783/nevsosbilen.1927842

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