Cognitive Apprenticeship in Supporting the Development of Writing Skills of First Grade Primary School Students: An Action Research

Yıl 2023, , 245 - 324, 30.06.2023

Alperen Şükrü Çapanoğlu , Süleyman Erkam Sulak

https://doi.org/10.7822/omuefd.1226661

Cited By: 1

Öz

Writing skill, one of the four basic language skills, is considered important in communication and idea generation. It is necessary to support the development of writing skills in terms of academic success and the importance of exhibiting good writing skills in daily life. Writing, which is the language skill that students have the most difficulty with, appears as a skill that is neglected and kept in the background in primary school. In teaching writing, more emphasis is placed on stylistic features, spelling and punctuation; thinking processes, generating ideas and creating their own writings are neglected. Especially primary school first grade students' writing skills can be taken into the background in terms of using mental skills, thinking processes, generating ideas and creating their own writings. In this direction, the aim of the research is to support the development of writing skills of primary school first grade students with the cognitive apprenticeship method. The research was carried out with action research, one of the qualitative research methods. The participants of the study are 30 first-year primary school students in the research teacher's own class in a primary school affiliated to the Ministry of National Education, where the researcher teacher works in the Şehitkamil district of Gaziantep. The data collection tools used are researcher diary, audio recordings, photographs, researcher observation and student products. Descriptive analysis was made on the data obtained. The findings are presented under three main headings: pre-implementation, application process and post-implementation. According to the results, students cannot create their own texts before the application. In the first grade of primary school, dictation and writing activities are generally included. Students do not participate in the writing process and the generation of ideas is not supported. As a result, students cannot create their own texts and stay away from the nature of writing. During the implementation process, the students developed their writing skills through the cognitive apprenticeship method for nine weeks. At the end of the application process, the participants can create their own texts without support. In addition, students continued to be interested in writing after the application.

Anahtar Kelimeler

Primary School, First Grade Students, Writing Skill, Cognitive Apprenticeship, Action Research

İlkokul Birinci Sınıf Öğrencilerinin Yazma Becerilerinin Gelişiminin Desteklenmesinde Bilişsel Çıraklık: Bir Eylem Araştırması

Öz

Dört temel dil becerisinden biri olan yazma becerisi iletişim ve fikir üretme konusunda önemli görülmektedir. Akademik başarı ve günlük yaşamda iyi bir yazma becerisi sergileyebilmenin önemi açısından yazma becerisinin gelişiminin desteklenmesi gerekmektedir. Öğrencilerin en fazla zorlandığı dil becerisi olan yazma, ilkokulda ihmal edilen ve arka planda tutulan bir beceri olarak karşımıza çıkmaktadır. Yazma öğretiminde daha çok biçim özellikleri, yazım ve noktalama üzerinde durulmakta; düşünme süreçleri, fikir üretme ve öğrencilerin kendi yazılarını oluşturmaları ihmal edilmektedir. Özellikle ilkokul birinci sınıf öğrencilerinin yazma becerileri, zihinsel becerileri kullanma, düşünme süreçleri, fikir üretimi ve kendi yazılarını oluşturmaları açısından geri plana atılabilmektedir. Bu doğrultuda araştırmanın amacı, bilişsel çıraklık yöntemiyle ilkokul birinci sınıf öğrencilerinin yazma becerilerinin gelişiminin desteklenmesidir. Araştırma nitel araştırma yöntemlerinden eylem araştırması ile yürütülmüştür. Çalışmanın katılımcıları, Gaziantep ili Şehitkâmil ilçesinde araştırmacı öğretmenin görev yaptığı MEB’e bağlı bir ilkokulda yine araştırmacı öğretmenin kendi sınıfında bulunan 30 ilkokul birinci sınıf öğrencisidir. Kullanılan veri toplama araçları araştırmacı günlüğü, ses kayıtları, fotoğraflar, araştırmacı gözlemi ve öğrenci ürünleridir. Elde edilen veriler üzerinde betimsel analiz yapılmıştır. Bulgular uygulama öncesi, uygulama süreci ve uygulama sonrasına ait olmak üzere üç ana başlık altında sunulmaktadır. Sonuçlara göre uygulama öncesinde öğrenciler kendi metinlerini oluşturamamaktadır. İlkokul birinci sınıfta genellikle dikte ve bakarak yazma etkinliklerine yer verilmektedir. Öğrenciler yazma sürecine katılmamakta ve öğrencilerin fikir üretimi desteklenmemektedir. Bunun sonucunda ise öğrenciler kendi metinlerini oluşturamayarak yazmanın doğasından uzak kalmaktadır. Uygulama sürecinde öğrenciler dokuz hafta boyunca bilişsel çıraklık yöntemi aracılığıyla yazma becerilerini geliştirmiştir. Uygulama süreci sonunda katılımcılar desteksiz bir şekilde kendi metinlerini oluşturabilmektedir. Ayrıca uygulama sonrasında öğrencilerin yazmaya ilgilisi devam etmiştir.

Anahtar Kelimeler

İlkokul, Birinci Sınıf Öğrencileri, Yazma Becerisi, Bilişsel Çıraklık, Eylem Araştırması

Kaynakça

• Akdal, D., & Şahin, A. (2014). The effects of ıntertextual reading approach on the development of creative writing skills. Eurasian Journal of Educational Research, 14(54), 171-186. https://files.eric.ed.gov/fulltext/EJ1057217.pdf
• Amutha, S., & Philomina, M. J. (2015). Diagnosis of reading and writing skills in primary school students. International Journal of English Language Teaching, 3(7), 1-7. https://www.eajournals.org/wp-content/uploads/Diagnosis-of-Reading-and-Writing-Skills-in-Primary-School-Students.pdf
• Ariana, S. M. (2010). Some thoughts on writing skills. Annals of Faculty of Economics, University of Oradea, Faculty of Economics, 1(1), 127-133. https://ideas.repec.org/a/ora/journl/v1y2010i1p127-133.html
• Arrimada, M., Torrance, M., & Fidalgo, R. (2019). Effects of teaching planning strategies to first-grade. British Journal of Educational Psychology, 89(4), 670-688. https://doi.org/10.1111/bjep.12251
• Arrimada, M., Torrance, M., & Fidalgo, R. (2021). Response to intervention in first grade writing instruction: A large scale feasibility study. Reading and Writing, https://doi.org/10.1007/s11145-021-10211-z
• Arrimada, M., Torrance, M., & Gardner, S. (2020, February 7). Factors affecting learning to write in first grade. https://doi.org/10.31234/osf.io/sa4g7
• Bakhtin, M. M. (1986). Speech genres and other late essays. (V. W. McGee, Trans.) University of Texas Press. https://criticaltheoryconsortium.org/wp-content/uploads/2018/07/Bakhtin-Speech-Genres.pdf
• Baş, G., & Şahin, C. (2013). İlköğretim öğrencilerinin yazma eğilimlerinin farklı değişkenler açısından incelenmesi. Sakarya University Journal of Education, 3(1), 32-42. https://dergipark.org.tr/tr/pub/suje/issue/20632/219987
• Bayat, S., & Çelenk, S. (2015). İlköğretim birinci sınıf öğrencilerinin okuma yazma becerileri başarı düzeylerinin belirlenmesi. İlköğretim Online, 14(1), 13-28. https://dergipark.org.tr/tr/pub/ilkonline/issue/8617/107413
• Beyhan, A. (2013). Eğitim örgütlerinde eylem araştırması. Bilgisayar ve Eğitim Araştırmaları Dergisi, 1(2), 65-89. https://dergipark.org.tr/en/pub/jcer/issue/18614/196496
• Bradbury-Huang, H. (2010). What is good action research?: Why the resurgent interest? Action Research, 8(1), 93-109. https://doi.org/10.1177/1476750310362435
• Bryson, F. K. (2003). An examination of two methods of delivering writing instruction to fourth grade students (Order No. 1417565). Available from ProQuest Dissertations & Theses Global. (305233979). https://www.proquest.com/dissertations-theses/examination-two-methods-delivering-writing/docview/305233979/se-2?accountid=25093
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. Baskı). Ankara: Pegem Akademi.
• Cave, A. (2010). Learning math in second grade: An application of cognitive apprenticeship. National Forum of Applied Educational Research Journal, 23(3), 1-16. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Cave,%20Agnes%20Learning%20Math%20in%20Second%20Grade%20NFAERJ%20V23%20N3%202010.pdf
• Coker, D. (2006). Impact of first-grade factors on the growth and outcomes of urban schoolchildren's primary-grade writing. Journal of Educational Psychology, 98(3), 471–488. https://doi.org/10.1037/0022-0663.98.3.471
• Coker, D. L., Farley-Ripple, E., Jackson, A. F., Wen, H., MacArthur, C. A., & Jennings, A. S. (2016). Writing instruction in first grade: An observational. Read Writ, 29, 793-832. https://doi.org/10.1007/s11145-015-9596-6
• Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 1-18. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.124.8616&rep=rep1&type=pdf#:~:text=In%20cognitive%20apprenticeship%2C%20one%20needs,made%20visible%20to%20the%20teacher
• Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. L. B. Resnick (Ed.), Knowing, learning, and ınstruction: Essays in honor of robert glaser (s. 453-494.). Lawrence Erlbaum Associates. https://www.ideals.illinois.edu/bitstream/handle/2142/17958/ctrstreadtechrepv01987i00403_opt.pdf?sequence
• Creswell, J. W. (2019). Nitel araştırmacılr için 30 temel beceri (2. Baskı). (Çev. H. Özcan). Ankara: Anı Yayıncılık. Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907-919. https://doi.org/10.1037/a0012656
• Dickens, L., & Watkins, K. (1999). Action research: Rethinking lewin. Management Learning, 30(2), 127-140. https://doi.org/10.1177/1350507699302002
• Dobao, A. F. (2012). Collaborative writing tasks in the l2 classroom: Comparing group, pair, and ındividual work. Journal of Second Language Writing, 21(1), 40-58. https://doi.org/10.1016/j.jslw.2011.12.002 Doolittle, P. E. (1991). Vygotsky and the socialization of literacy. Hammond, LA: Southeastern Louisiana University. https://eric.ed.gov/?id=ED377473
• Duman Yegen, G. (2019). İlkokul 3. sınıf öğrencilerinin yaratıcı yazma becerilerinin yaratıcı drama yöntemiyle geliştirilmesine yönelik bir eylem araştırması (Tez No. 600535) [Yüksek lisans tezi, Burdur Mehmet Akif Ersoy Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Erdoğan, R., & Ekinci Çelikpazu, E. (2020). İlkokul 4. sınıf Türkçe dersinde yansıtıcı düşünme destekli yaratıcı yazma çalışmalarının öğrencilerin yaratıcı yazma becerilerine etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 8(4), 1436-1467. https://doi.org/10.16916/aded.756404
• Ersoy, A. (2015). Doktora öğrencilerinin ilk nitel araştırma deneyimlerinin günlükler aracılığıyla incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 549-568. https://doi.org/10.14527/pegegog.2015.030
• Flower, L., & Hayes, J. R. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31(1), 21-32. http://www.jstor.org/stable/356630
• Flower, L., & Hayes, J. R. (1981). A cognitive process Theory of writing. College Composition and Communication, 32(4), 365-387. http://www.jstor.org/stable/356600
• Gautam, P. (2019). Writing skill: An instructional overview. Journal of NELTA Gandaki, 2, 74-90. https://doi.org/10.3126/jong.v2i0.26605
• Graham, S. (2012). Teaching elementary school students to be effective writers. Reading Rockets. https://www.readingrockets.org/article/teaching-elementary-school-students-be-effective-writers
• Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241. https://doi.org/10.1016/j.cedpsych.2004.08.001
• Güneş, F. (2019). İlkokuma yazma öğretimi yaklaşım ve modeller. Ankara: Pegem Akademi Yayıncılık.
• Gürgür, H. (2019). Eylem araştırması. A. Saban, & A. Ersoy (Eds.), Eğitimde nitel araştırma desenleri (3. baskı) içinde (s. 31-78). Ankara: Anı Yayıncılık.
• Habibi, M., Sukirno, Taufina, Sukma, E., Surriani, A., & Putera, R. F. (2020). Direct writing activity: A strategy in expanding narrative writing skills for elementary schools. Universal Journal of Educational Research, 8(10), 4374 - 4383. https://doi.org/10.13189/ujer.2020.081003
• Haland, A., Hoem, T. F., & McTigue, E. M. (2019). Writing in first grade: The quantity and quality of practices in norwegian classrooms. Early Childhood Education Journal, 47, 63-74. https://doi.org/10.1007/s10643-018-0908-8
• Hansen, B. D., & Wills, H. P. (2014). The effects of goal setting, contingent reward, and instruction on writing skills. Journal of Applied Behavior Analysis, 47(1), 171-175. https://doi.org/10.1002/jaba.92
• Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and learning. Educational Research and Reviews, 11(16), 1573-1578. http://doi.org/10.5897/ERR2016.2806 Hemalataha, S. S. (2016). Vygotsky’s socio cultural theory: A study. Indexed, Peer Reviewed & Refereed Journal, 4(12), 391-398. https://www.academia.edu/33844305/Vygotsky_s_Socio_Cultural_Theory_A_Study?bulkDownload=thisPaper-topRelated-sameAuthor-citingThis-citedByThis-secondOrderCitations&from=cover_page
• Johnson, A. P. (2019). Eylem araştırması el kitabı (3. Baskı). (Çev. Ed. Y. Uzuner ve M. Özten Anay). Ankara: Anı Yayıncılık. Jones, C. D. (2015). Effects of writing instruction on kindergarten students’ writing achievement: An experimental study. The Journal of Educational Research, 108(1), 35-44. https://doi.org/10.1080/00220671.2013.836466
• Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from girst through fourth grades. Journal of Educational Psychology, 80(4), 437–447. https://doi.org/10.1037/0022-0663.80.4.437
• Kanselaar, G. (2002). Constructivism and socio-constructivism. Constructivism and socio-constructivism, 1–7. https://www.researchgate.net/publication/27690037_Constructivism_and_socio-constructivism Karataş, Y. (2020). İlkokul dördüncü sınıf öğrencilerinin yaratıcı hikâye yazma becerilerinin geliştirilmesi (Tez No. 628420) [Yüksek lisans tezi, Uşak Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Karatay, H. (2011). 4+1 Planlı yazma ve değerlendirme modelinin öğretmen adaylarının yazılı anlatım tutumlarıve yazma becerilerini geliştirmeye etkisi. Turkish Studies, 6(3), 1029-1047. http://dx.doi.org/10.7827/TurkishStudies.2622
• Kartawijaya, S. (2018). Improving students’ writing skill in writing paragraph through an outline technique. Curricula: Journal of Teaching and Learning, 3(3), 152-158. http://dx.doi.org/10.22216/jcc.2018.v3i3.3429
• Kaya, B. (2013). Yaratıcı yazma becerisinin geliştirilmesine yönelik yapılan çalışmalardan bir derleme. Okuma Yazma Eğitimi Araştırmaları, 1(2), 89-101. https://dergipark.org.tr/tr/pub/oyea/issue/20480/218131
• Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26. https://doi.org/10.17239/jowr-2008.01.01.1
• Kent, S., Wanzek, J., Petscher, Y., Otaiba, S. A., & Kim, Y.-S. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Read Writ, 27(7), 1163–1188. https://doi.org/10.1007/s11145-013-9480-1
• Kieczykowski, C. (1996). Primary writer's workshop: Developing process writing skills. New Jersey: Modern Curriculum Press. https://eric.ed.gov/?id=ED397431
• Kim, B. (2001). Social constructivism. M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (s. 55-61). The Global Text Project. https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
• Köklü, N. (1993). Eylem araştırması. Ankara University Journal of Faculty of Educational Sciences (JFES), 26(2), 357-365. https://doi.org/10.1501/Egifak_0000000478
• Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33, 541-557. https://doi.org/10.1007/s11251-005-1279-2
• Lansfjord, M. (1999). Good reading and writing skills. (B. Turner Trans.) Stockholm: Enskede Offset.
• Lavoie, N., Morin, M.-F., Coallier, M., & Alamargot, D. (2020). An explicit multicomponent alphabet writing ınstruction program in grade 1 to improve writing skills. European Journal of Psychology of Education, 35(2), 333-355. https://doi.org/10.1007/s10212-019-00428-6
• Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). The developmental dynamics of literacy skills during the first grade. Educational Psychology, 24(6), 793-810. https://doi.org/10.1080/0144341042000271782
• Luchini, P. L. (2003). Writing skill teaching: A new perspective. The Linguistic Association of Korea Journal, 11(3), 123-143. http://cm620.cafe24.com/data/thesis/1683139050345.pdf
• Mackenzie, N. M., Scull, J., & Munsie, L. (2013). Analysing writing: The development of a tool for use in the early years of schooling. Issues in Educational Research, 23(3), 375-393. https://www.iier.org.au/iier23/mackenzie.pdf
• McHale, K., & Cermak, S. A. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. The American Journal of Occupational Therapy, 46(10), 898–903. https://doi.org/10.5014/ajot.46.10.898
• McNiff, J. (2002). Action research for professional development: concise advice for new action researchers (third edition). Jean Mcniff. https://www.jeanmcniff.com/ar-booklet.asp
• Montague, M., Maddux, C. D., & Dereshiwsky, M. I. (1990). Story grammar and comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities, 23(3), 190-197. https://doi.org/10.1177/002221949002300310
• Munawar, S., & Chaudhary, A. H. (2019). Effect of cooperative learning on the writing skill at elementary level in the subject of english. Bulletin of Education and Research, 41(3), 35-44. https://files.eric.ed.gov/fulltext/EJ1244646.pdf
• Nasir, L., Meenoo, S., & Bhamani, S. (2013). Enhancing students' creative writing skills: An action research project. Acta Didactia Napocensia, 6(2), 27-32. https://eric.ed.gov/?id=EJ1053632 Nurfaidah, S. (2018). Vygotsky’s legacy on teaching and learning writing as social process. LANGKAWI Journal, 4(2), 149-156. http://dx.doi.org/10.31332/lkw.v4i2.1038
• Ocak, G., & Akkaş Baysal, E. (2020). Eylem araştırmasını anlamak. G. Ocak (Ed.), Eğitimde eylem araştırması ve örnek araştırmalar (4. baskı) içinde (s. 1-46). Ankara: Pegem Akademi Yayıncılık. Odabaşı, Ş. (1988). Eğitsel etkinliklerin ilkokul birinci sınıf öğrencilerinin ilkokuma ve yazma becerilerine etkisi (Tez No. 4574) [Yüksek lisans tezi, Hacettepe Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Okari, F. M. (2016). The writing skill in the contemporary society: The kenyan perspective. Journal of Education and Practice, 7(35), 65-69. https://eric.ed.gov/?id=EJ1126424
• Okatan, Ö., & Arslan Özer, D. (2020). İlkokul birinci sınıf öğrencilerinin yazma becerilerinin betimlenmesi. Ana Dili Eğitimi Dergisi, 8(3), 720-731. https://doi.org/10.16916/aded.681425
• Özbay, M. (Ed.). (2013). Yazma eğitimi (3. Baskı). Ankara: Pegem Akademi Yayıncılık.
• Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri (3. Baskı). (Çev. Ed. M. Butun ve S. B. Demir). Ankara: Pegem Akademi Yayıncılık.
• Pinto, G., Bigozzi, L., Gamannossi, B. A., & Vezzani, C. (2009). Emergent literacy and learning to write: A predictive model for italian language. European Journal of Psychology of Education, 24(61), 61-78. https://doi.org/10.1007/BF03173475
• Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (fourth edition). Routledge. http://www.saint-david.net/uploads/1/0/4/3/10434103/linguistic_term_dictionary.pdf
• Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Broekkamp, H., & van den Bergh, H. (2005). Psychology and the teaching of writing in 8000 and some words. Pedagogy--Learning for teaching, BJEP Monograph Series II, 3, 127-153. https://www.researchgate.net/publication/233493653_Psychology_and_the_teaching_of_writing_in_8000_and_some_words
• Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., van Steendam, E., . . . van den Bergh, H. (2008). Observation of peers in learning to write, practice and research. Journal of Writing Research, 1(1), 53-83. https://doi.org/10.17239/jowr-2008.01.01.3
• Rodriguez-Malaga, L., Cueli, M., & Rodriguez, C. (2021). Exploring the effects of strategy-focused instruction in writing skills of 4TH grade students. Metacognition and Learning, 16(1), 179-205. https://doi.org/10.1007/s11409-020-09247-3
• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. https://www.researchgate.net/publication/31642471_Apprenticeship_in_Thinking_Cognitive_Development_in_Social_Context_B_Rogoff
• Sapkota, A. (2012). Developing students’ writing skill through peer and teacher correction: An action research. Journal of NELTA, 17(1-2), 70-82. https://doi.org/10.3126/nelta.v17i1-2.8094
• Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208. https://doi.org/10.1207/s15326985ep3204_1
• Slavin, R. E., Karweit, N. L., & Madden, N. A. (1989). Effective programs for students at risk. Allyn and Bacon. https://eric.ed.gov/?id=ED332290
• Smedt, F. D., & Keer, H. V. (2014). A research synthesis on effective writing instruction in primary education. Procedia - Social and Behavioral Sciences, 112(7), 693-701. https://doi.org/10.1016/j.sbspro.2014.01.1219
• Stahl, S. A., Osborn, J., & Lehr, F. (1990). "Beginning to read: Thinking and learning about print" by marilyn jager adams. A summary. Washington, DC. University of Illinois. https://eric.ed.gov/?id=ED315740
• Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31(4), 344–364. https://doi.org/10.1177/002221949803100404
• Suyanto, A. (2015). The effectiveness of mindmapping in ımproving students' writing skill viewed from their IQ. IJEE (Indonesian Journal of English Education), 2(2), 101-119. http://dx.doi.org/10.15408/ijee.v2i2.3089
• Tandika, P. (2016). Primary school teachers’ practices in developing pupils with writing competency. Journal of Elementary Education, 27(1), 107-122. http://pu.edu.pk/images/journal/JEE/PDF/9_v27_1_17.pdf
• Tavşanlı, Ö. F. (2019). Süreç temelli yazma modüler programının ilkokul 2. sınıf öğrencilerinin yazmaya ilişkin tutum, yazılı anlatım becerisi ve yazar kimliği üzerine etkisi (Tez No. 542958) [Doktora tezi, Bursa Uludağ Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Tavşanlı, Ö. F., & Bulunuz, M. (2017). The development of the written expression skills of a first grade student at home, school and university program: A case study. European Journal of Education Studies, 3(4), 20-48. https://doi.org/10.5281/zenodo.321561
• Temel, S., & Katrancı, M. (2019). İlkokul öğrencilerinin yazılı anlatım becerileri, yazmaya yönelik tutumları ve yazma kaygıları arasındaki ilişki. Avrasya Uluslararası Araştırmalar Dergisi, 7(17), 322-356. https://doi.org/10.33692/avrasyad.590688
• Tetik, T. (2020). Özel yetenekli ilkokul öğrencilerinin yazma becerilerinin desteklenmesinde dijital öyküleme etkinlikleri: Eylem araştırması (Tez No. 627007) [Doktora tezi, Burdur Mehmet Akif Ersoy Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Tok, R., & Erdoğan, Ö. (2017). İlkokul 2. 3. ve 4. sınıf öğrencilerinin yazma becerilerinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 14(1), 1003-1024. http://dx.doi.org/10.23891/efdyyu.2017.37
• Torkildsen, J. v., Morken, F., Helland, W. A., & Helland, T. (2016). The dynamics of narrative writing in primary grade children: Writing process factors predict story quality. Read Writ, 29, 529-554. https://doi.org/10.1007/s11145-015-9618-4
• Ungan, S. (2007). Yazma becerisinin geliştirilmesi ve önemi. Sosyal Bilimler Enstitüsü Dergisi, (23), 461-472. https://www.idealonline.com.tr/IdealOnline/lookAtPublications/paperDetail.xhtml?uId=41430
• Uyğun, A. (2019). 2018 Türkçe dersi öğretim programındaki yazma kazanımlarının ve ders kitaplarındaki etkinliklerin yaratıcı yazma becerisine uygunluğu (Tez No. 599606) [Yüksek lisans tezi, Muğla Sıtkı Koçman Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Uzun, E. (2016). Eylem araştırması. M. Y. Özden, & L. Durdu (Eds.), Eğitimde üretim tabanlı çalışmalar için nitel araştırma yöntemleri içinde (s. 19-35). Ankara: Anı Yayıncılık.
• Vonna, Y., Mukminatien, N., & Laksmi, E. D. (2015). The effect of scaffolding techniques on students’ writing achievement. Jurnal Pendidikan Humaniora, 3(1), 227-233. http://journal.um.ac.id/index.php/jph/article/view/4864
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner,&E. Souberman, Trans.). Cambridge: MA: Harvard University Press. http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf
• Wyrick, J. (2017). Steps to writing well (13. Printing). Cengage Learning. https://ischoolsericsonalieto.files.wordpress.com/2017/07/steps-to-writing-well.pdf
• Yamaç, A., & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders' writing skills. International Electronic Journal of Elementary Education, 9(1), 59-86. https://eric.ed.gov/?id=EJ1126674
• Yekeler, A. D. (2015). Yazma sürecine dayalı öğretimin ilkokul 4. sınıf öğrencilerinin yazılı anlatım becerilerine etkisi (Tez No. 381487) [Yüksek lisans tezi, Gazi Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Ankara: Seçkin Yayıncılık.
• Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660-668. http://doi.org/10.1037//0022-0663.94.4.660
• Zuber-Skerritt, O. (2001). Action learning and action research: Paradigm, praxis and programs. Effective Change Management through Action Research and Action Learning: Concepts, Perspectives, Processes and Applications, 1-20. https://www.ufs.ac.za/docs/librariesprovider43/service-learning-documents/articles-documents/art_zuber_skerrit_2001-333-eng.pdf?sfvrsn=aa1bf021_0
• Zumbrunn, S., & Bruning, R. (2013). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Read Writ, 26, 91-110. https://doi.org/10.1007/s11145-012-9384-5