SavedAdd your journal

Journals / İlköğretim Online / 2010 / Cilt: 9 Sayı: 1

Opinions of Classroom Teachers and Prospective Classroom Teachers about the Learning Difficulties Encountered in the Teaching Process of Reading and Writing

Seyit ATEŞ
Kasım YILDIRIM
Mustafa Yıldız
Pages
44–51
Publication Date
2010-06-26
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

It is demonstrated in this study that the classroom teachers and prospective classroom teachers who participated in this research do not have the correct information on the nature of reading and writing disorders; but that they have sufficient information on the problems encountered by students with reading and writing disorders; that they may feel scared, upset, worried and insufficient besides the feeling of more responsible when they encounter such students in their classes; that this causes the concern that it will slow down the educational process; that different methods and techniques are thus required; that they have insufficient information on how to cope with these difficulties though they possess the necessary equipment to identify such students; and that the education which they get does not meet this requirement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This case study was carried out with 137 primary school classroom teachers in Krehir provincial center and with 100 prospective classroom teachers studying at Ahi Evran University Faculty of Education in the fall semester of the 2007-2008 academic year.
📊
Key Findings & Data:Questionnaire form was used in the research as the data collection tool.
💡
Conclusion & Impact:It is demonstrated in this study that the classroom teachers and prospective classroom teachers who participated in this research do not have the correct information on the nature of reading and writing disorders; but that they have sufficient information on the problems encountered by students with reading and writing disorders; that they may feel scared, upset, worried and insufficient besides the feeling of more responsible when they encounter such students in their classes; that this causes the concern that it will slow down the educational process; that different methods and techniques are thus required; that they have insufficient information on how to cope with these difficulties though they possess the necessary equipment to identify such students; and that the education which they get does not meet this requirement.
🔬Design:Survey & Empirical Study
📍Scope:2007-2008 Verileri
⚙️Variables:Learning difficulties · teaching reading and writing · classroom teachers

Abstract

This case study was carried out with 137 primary school classroom teachers in Krehir provincial center and with 100 prospective classroom teachers studying at Ahi Evran University Faculty of Education in the fall semester of the 2007-2008 academic year. Questionnaire form was used in the research as the data collection tool. It is demonstrated in this study that the classroom teachers and prospective classroom teachers who participated in this research do not have the correct information on the nature of reading and writing disorders; but that they have sufficient information on the problems encountered by students with reading and writing disorders; that they may feel scared, upset, worried and insufficient besides the feeling of more responsible when they encounter such students in their classes; that this causes the concern that it will slow down the educational process; that different methods and techniques are thus required; that they have insufficient information on how to cope with these difficulties though they possess the necessary equipment to identify such students; and that the education which they get does not meet this requirement.

Özet

-

🔖

Cite This Article

ATEŞ, S., YILDIRIM, K., Yıldız, M. (2010). Opinions of Classroom Teachers and Prospective Classroom Teachers about the Learning Difficulties Encountered in the Teaching Process of Reading and Writing. İlköğretim Online, Cilt: 9 Sayı: 1, 44–51. https://ajindex.com/articles/999217

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Akyol, H. (2005). Türkçe ilk okuma yazma ö&retimi. [Teaching Turkish early reading-writing]. Ankara:
  2. Pegem A Yay nc l k. Chafouleas, S.M., Martens, B.K., Dobson, R.L., Weinstein, K.S., & Gardner, K.B. (2004). Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students’ reading and errors rates. Journal of Behavioral Education, 13, 67– 81. Coltheart, M., & Weekes, B. (1996). Surface dyslexia and surface dysgraphia: Treatment studies and their theoretical implications. Cognitive Neuropsychology, 13, 277-315.
  3. Coyne, M.D., Zipou, R.P., & Ruby, M.F. (2006). Beginning reading instruction for students at risk for reading disabilities: What, how, and when. Intervention in School and Clinic, 41, 161-168.
  4. Gaffney, J. S. (1994). Reading Recovery: Widening the scope of prevention for children at risk of reading failure. In K. D. Wood & B. Algozzine (Eds.), Teaching reading to highrisk learners: A unified perspective (pp. 231-246).
  5. Needham Heights, MA: Allyn & Bacon. Hiebert, E. H., & Taylor, B. M. (1994). Interventions and the restructuring of American literacy instruction. In E. H. Hiebert & B. M. Taylor (Eds.), Getting reading right from the start: Effective early literacy interventions (pp. 201-217).
  6. Needham Heights, MA: Allyn & Bacon. Mather, D.S. (2003). Dyslexia and dysgraphia: More than written language difficulties in common. Journal of Learning Disabilities, 36, 307–317. National Joint Committee on Learning Disabilities (1993). Providing appropriate education for students with learning disabilities in regular education classrooms. Journal of Learning Disabilities, 26, 330-332.
  7. National Reading Panel. (2000). Report of the National Reading Panel teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Academy Pres. Piotrowski, J., & Reason, R. (2000). The national literacy strategy and dyslexia: A comparison of teaching methods and materials. Support for Learning, 15, 51-52.
  8. Singleton, C. (2005). Dyslexia and oral reading errors. Journal of Psychology, 28, 4-14.
  9. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
  10. Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350–361.
  11. Taylor, J. (2006).