Primary school teachers' practices and troubles with the students who they think have undiagnosed difficulties in verbal communication, reading and writing

Küçük Resim Yok

Tarih

2018

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Horizon Research Publishing

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

The primary school Turkish program was basically built on three learning domains. These are the learning domains of verbal communication, reading and writing. The purpose of the present study is to determine primary school teachers’ practices and difficulties related to students considered to have undiognosed verbal communication, reading and writing difficulties. The study used the phenomenological research design, one of the qualitative research designs. The sample of the study was composed of a total of 21 primary school teachers servicing in the province of Bayburt during the 2016-2017 educational year. The sample of the study was determined by using the maximum variation sampling method, one of the purposeful sampling methods. The study data was collected through using the semi-structured interview form. In the analysis of the data, the content analysis method was used. Based on the study results, it was concluded that the primary school teachers more frequently carried out the practices of 'speaking in front the class about daily events' for the students having speaking difficulties, 'using the smart board' for the students with listening difficulties, 'one-to-one reading with the teacher' for the students with reading difficulties and 'one-to-one dictation work' for the students with writing difficulties; they more frequently had problems related to the 'timid behaviors' of the students with speaking difficulties, 'losing attention' of the students with listening difficulties and the 'poor time management skills' of the students with reading and writing difficulties; they also expected help from families in all the learning domains. © 2018 by authors, all rights reserved.

Açıklama

Anahtar Kelimeler

Listening difficulty, Primary school teachers, Reading difficulty, Speaking difficulty, Writing difficulty, Listening difficulty, Primary school teachers, Reading difficulty, Speaking difficulty, Writing difficulty

Kaynak

Universal Journal of Educational Research

WoS Q Değeri

Scopus Q Değeri

Q2

Cilt

6

Sayı

1

Künye