DETERMINING THE WRITING DIFFICULTIES OF STUDENTS WITH LEARNING DISABILITIES

Year 2023, Volume: 12 Issue: 4, 1822 - 1832, 15.12.2023

Aybala Çayır , Emine Balcı

https://doi.org/10.7884/teke.1370860

Abstract

This study was carried out to determine the writing difficulties of students with learning difficulties in primary school. For this purpose, students with learning disabilities who were attending primary school education in Aksaray were identified. These students were asked to write about a topic determined according to their level. The articles were evaluated in terms of content and mechanical properties. In the study, two separate data collection tools were developed by the researchers. These are "Written Expression Problem Inventory" and "Writing Form". Descriptive model was used in the research and the data; frequency, percentage, standard deviation, arithmetic mean and coefficient of variation were calculated and analyzed. As a result of the analysis, it was determined that students with learning disabilities frequently make content and mechanical writing errors. Although there was a decrease

Keywords

Writing disability, Learning disability, Primary school

ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİN YAZMA GÜÇLÜKLERİNİN BELİRLENMESİ

Abstract

Bu çalışma, ilkokulda öğrenme güçlüğü yaşayan öğrencilerin yaptıkları yazma güçlüklerini belirlemek amacıyla gerçekleştirilmiştir. Bu amaç doğrultusunda ilk olarak Aksaray ilinde ilkokul eğitimlerine devam eden öğrencilerden öğrenme güçlüğü olanlar belirlenmiştir. Bu öğrencilerden seviyelerine uygun olarak belirlenen bir konu hakkında yazı yazmaları istenmiştir. Yazılar içerik ve mekanik özellikler açısından değerlendirilmiştir. Çalışmada araştırmacılar tarafından iki ayrı veri toplama aracı geliştirilmiştir. Bunlar, “Yazılı Anlatım Sorun Envanteri” ve “Yazma Formu”dur. Araştırmada betimsel model kullanılmış ve veriler; frekans, yüzde, standart sapma, aritmetik ortalama ve değişim katsayısı hesaplanarak analiz edilmiştir. Analizler sonucunda öğrenme güçlüğü olan öğrencilerin sıklıkla içerik ve mekanik yazma hataları yaptıkları belirlenmiştir. Sınıf seviyesi arttıkça öğrencilerin yazma hatalarında azalma görülmekle beraber bu hataların sonlanmadığı görülmüştür.

Keywords

Yazma güçlüğü, Öğrenme güçlüğü, ilkokul

References

• Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
• Ateş, S, Çetinkaya, Ç &Yıldırım, K. (2014). 3. sınıf öğretmenlerinin yazma güçlükleri hakkındaki görüşleri. International Online Journal of Educational Sciences, 6(2), 475- 493.
• Balcı, E. (2017). Okuma güçlüğü çeken / disleksili öğrencilerin yazılı anlatım becerileri düzeylerinin belirlenmesi. Turkish Studies, 12(28), 91-116.
• Bui, Y. N., Schumaker, J. B., Deshler, D. D. (2006). The effects of a strategic writing program for students with and without learning disabilities in inclusive fifth grade classes. Learning Disabilities Research & Practice, 21, 244-260.
• Childress, A. (2011). Understanding writing problems in young children: Contributions of cognitive skills to the development of written expression. Unpublished Doctoral Dissertation, The University of North Carolina at Chapel Hill.
• Connelly, V., Campbell, S., MacLean, M., & Barnes, J. (2006). Contribution of lower order skills to the written composition of college students with and without dyslexia. Developmental Neuropsychology, 29, 175–196.
• Çayır, A. & Balcı, E. (2017). Bireyselleştirilmiş okuma programının disleksi riski olan bir ilkokul öğrencisinin okuma becerileri üzerindeki etkisi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 6(1), 455-470.
• Çayır, A. & Koçbeker E., B. (2010). Öğrenme güçlüğü çeken bir ilköğretim 3. sınıf öğrencisinin kaynaştırma sınıfındaki sosyal uyum becerilerinin incelenmesi. e-Journal of New World Sciences Academy, 5(4), 1764-1776.
• Dockrell, J. E., Lindsay, G., Connelly, V., & Mackie, C. (2007). Constraints in the production of written text in children with specific language impairments. Exceptional Children, 73, 147-164.
• Graham, S. (2006b). Writing. In P. Alexander & P Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 457-478). Mahwah. NJ: Erlbaum.
• Graham, S. (2009/2010). Want to improve children’s writing? Don’t neglect their handwriting. American Educator, 20-27.
• Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S.
• Graham, (Eds.), Handbook of learning disabilities (pp. 323-344). New York, NY: Guilford Press.
• Graham, S., Harris K. R., Mason, L., Fink-Chorzempa, B., Moran, S. & Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Reading and Writing, 21, 49-69. http://dx.doi.org/10.1007/s11145-007-9064-z
• Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally linked to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 93, 620-633.). Is handwriting causally linked to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 93, 620-633.
• Lam, S.S.T., Au, R.K.C., Laung, H.W.H., & Li-Tsang, C.W.P. (2011). Chinese handwriting performance of primary school children with dyslexia. Research in Developmental Disabilities 32, 1745–1756. http://dx.doi.org/10.1016/j.ridd.2011.03.001
• MacArthur, C. A., & Graham, S. (1987). Learning disabled students’ composing under three methods of text production: Handwriting, word processing, and dictation. The Journal of Special Education, 21, 22-42.
• McCloskey M, and Rapp B. (2017). Developmental Dysgraphia: An Overview and Framework for Research. Cognitive Neuropsychology, 34(3–4), 65–82. https://doi.org/10.1080/02643294.2017.1369016.
• McCutchen, D. (2006). Cognitive factors in the development of children’s writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 115130). New York, NY: Guilford Press.
• Medwell, J., & Wray, D. (2007). Handwriting: What do we know and what do we need to know?. Literacy, 41, 10-15. http://dx.doi.org/10.1111/j.1467-9345.2007.00453.x
• Quinlan, T. (2004). Speech recognition technology and students with writing difficulties: Improving fluency. Journal of Educational Psychology, 96, 337-346. Speech recognition technology and students with writing difficulties: Improving fluency. Journal of Educational Psychology, 96, 337-346.
• Santangelo, T. (2014). Why is Writing So Difficult for Students with Learning Disabilities? A Narrative Review to Inform the Design of Effective Instruction. Learning Disabilities: A Contemporary Journal 12(1), 5-20.
• Tiryaki, E& Mengüllüoğlu, H. (2016). Öğretmen Adaylarının Bilgilendirici Metin Oluşturma Sürecinde Tutarlılıkla İlgili Yaşadığı Sorunlar. International Online Journal of Educational Sciences, 8(4), 271-285.
• Tops, W., Callens, C., Van Cauwenberghe, E., Adriaens, J., & Brysbaert, M. (2013). Beyond spelling: the writing skills of students with dyslexia in higher education. Reading and Writing, 26(5), 705-720.
• Westwood, Peter S. (2013). Learning and Learning Difficulties: Approaches to Teaching and Assessment. Taylor & Francis.