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dc.contributor.authorErgen Y.
dc.contributor.authorElma C.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:43:09Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:43:09Z
dc.date.issued2018
dc.identifier.issn2332-3205
dc.identifier.urihttps://dx.doi.org/10.13189/ujer.2018.060111
dc.identifier.urihttps://hdl.handle.net/20.500.12403/423
dc.description.abstractThe 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.en_US
dc.language.isoengen_US
dc.publisherHorizon Research Publishing
dc.relation.isversionof10.13189/ujer.2018.060111
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectListening difficulty
dc.subjectPrimary school teachers
dc.subjectReading difficulty
dc.subjectSpeaking difficulty
dc.subjectWriting difficulty
dc.subjectListening difficulty
dc.subjectPrimary school teachers
dc.subjectReading difficulty
dc.subjectSpeaking difficulty
dc.subjectWriting difficulty
dc.titlePrimary school teachers' practices and troubles with the students who they think have undiagnosed difficulties in verbal communication, reading and writingen_US
dc.typearticleen_US
dc.relation.journalUniversal Journal of Educational Researchen_US
dc.contributor.departmentBayburt Universityen_US
dc.contributor.authorID57199401680
dc.contributor.authorID35483717300
dc.identifier.volume6
dc.identifier.issue1
dc.identifier.startpage120
dc.identifier.endpage131
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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