Oral Reading and Handwriting Miscues Which Appear in the Literacy Period and Solution Offers

Autor/in	Basar, Murat
Titel	Oral Reading and Handwriting Miscues Which Appear in the Literacy Period and Solution Offers
Quelle	In: Educational Research and Reviews, 8 (2013) 16, S.1348-1359 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Oral Reading; Handwriting; Miscue Analysis; Grade 1; Elementary School Teachers; Action Research; Qualitative Research; Poetry; Memorization; Alphabets; Color; Spelling; Syllables; Pronunciation; Teacher Attitudes; Foreign Countries; Teaching Methods; Parent Attitudes; Interviews; Turkey + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Handschrift; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Projektforschung; Qualitative Forschung; Lyrik; Poesie; Gedächtnistraining; Buchstabenschrift; Colour; Farbbezeichnung; Farbe; Schreibweise; Silbe; Aussprache; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Interviewing; Interviewtechnik; Türkei
Abstract	In this research, literacy miscues and the solution offers are taken stock by teachers and parents. 50 first grade teachers and 50 parents form the study group of this qualitative action research. The teachers are the ones who claim that one or more of their students have literacy miscues and the parents are the students' parents. Students' notebooks were also used as different data sources. In order to eliminate slow oral reading problem, the students were asked to read simple and authentic tongue twisters. They also memorized some poems. The oral reading rate increased by 60%. To eliminate word skipping problem, word repetition technique was used. For students who confuse letters, the letters were colored in different tones. For the elimination of wrong spelling problem, open syllable technique was used. The students were asked to read and write simpler syllables. The amounts of the letters and syllables were increased gradually. The students were trained to see the whole sentence. For the elimination of using local accent in reading, the students were asked to read some texts loudly and the other students were asked to evaluate peers' reading. Upon the incidents that the students used local accent in writing, their wrong spellings were colored and they were asked to rewrite those colored words. The same peer review technique was used again. After all, it was concluded that it is possible to solve all those problems in oral reading and handwriting. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10