Research Article
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Year 2022, Volume: 4 Issue: 1, 34 - 50, 30.06.2022
https://doi.org/10.51535/tell.1123629

Abstract

References

  • Akın Kösterelioğlu, M., & Kaya Durna, D. (2021). Primary teachers' views of distance education during the Covid-19 pandemic. International Journal of Humanities and Social Science, 8(2), 42-50.
  • Akyol, H. (2011). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem Akademi.
  • Akyol, H. & Temur, T. (2008). Ses temelli cümle yöntemi ve cümle yöntemi ile okuma yazma öğrenen öğrencilerin okuma becerilerinin öğretmen görüşlerine göre değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 79-95.
  • Babayiğit, Ö. & Erkuş, B. (2017). İlk Okuma Yazma Öğretimi Sürecinde Sorunlar ve Çözüm Önerileri. Erzincan Eğitim Fakültesi Dergisi, 19 (2)271-284.
  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covid-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma [A study on the effectiveness of distance education, which is the result of the coronavirus (Covid-19) pandemic process.]. AJER-Academia Eğitim Araştırmaları Dergisi [AJER-Academia Journal of Educational Research], 5(2), 368-397. Retrieved from https://dergipark.org.tr/pub/egitime-ISSN 2619-9351
  • Bay, Y. (2010). Ses temelli cümle yöntemiyle ilk okuma yazma öğrenen ilköğretim birinci sınıf öğrencilerinin okuma yazma hızları ve okuduğunu anlama düzeyleri [Literacy speeds and reading comprehension levels of primary school first grade students who learn to read and write with the sound-based sentence method.]. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, [Journal of Ahi Evran University Faculty of Education,] 11(1), 257-277.
  • Boland, T. (1993). The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education. European Journal of Psychology of Education, 8(3), 289–305. https://doi.org/10.1007/BF03174083
  • Goldstein, D. (2022). It’s ‘alarming: Children are severely behind in reading. Retrieved from https://www.nytimes.com/2022/03/08/us/pandemic-schools-reading-crisis.html
  • Güneş, F. (2009). İlk okuma yazma öğretimi, yaklaşım ve modeller [Primary reading writing teaching, approaches and models]. (Birinci baskı). Ankara: PEGEM.
  • Güneş, F. (2021). Sound methods in primary reading and writing teaching. [İlk okuma yazma öğretiminde ses yöntemleri]. The Journal of Limitless Education and Research, [Sınırsız Eğitim ve Araştırma Dergisi], 6(2), 179-220. Doi: 10.29250/sead.959124.
  • İncetaş, F., & Kaf, Ö. (2022). Covid-19 salgın sürecinin öğrencilerin akademik ve sosyal davranışlarına yansımalarıyla ilgili öğretmen görüşleri. [Teachers' views on the reflections of the Covid-19 epidemic process on students' academic and social behaviors]. Ulusal Eğitim Dergisi [Journal of National Education], 1(2), 156-175.
  • Karaca, İ., Karaca, N., Karamustafaoğlu, N., & Özcan, M. (2021). Öğretmenlerin uzaktan eğitimin yararına ilişkin algılarının incelenmesi. [Examining teachers' perceptions of the benefits of distance Education]. Humanistic Perspective, 3(1), 209-224. https://doi.org/10.47793/hp.844113
  • Kızıltaş, Y., & Çetinkaya Özdemir, E. (2021). Sınıf öğretmenlerinin uzaktan eğitim sürecine yönelik görüşleri. [Opinions of classroom teachers on the distance education process]. Elektronik Sosyal Bilimler Dergisi [Electronic Journal of Social Sciences], 20(80): 1896-1914.
  • Lewis, K., & Kuhfeld, M. (2021). Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. NWEA. Retrieved from https://www.nwea.org/content/uploads/2021/12/Learning-during-COVID19-An-update-on-student-achivement-and-growth-at-the-start-of-the-2021-2022-school-year-Research-Brief.pdf
  • Lewis, K., Kuhfeld, M., Ruzek, E., & McEachin, A. (2021). Learning during COVID-19: Reading and math achievement in the 2020-21 school year. Center for School and Student Progress, NWEA Research. Retrieved from https://www.nwea.org/content/uploads/2021/07/Learning-during-COVID-19-Reading-and-math-achievement-in-the-2020-2021-school-year.research-brief-1.pdf
  • Ludewig U., Kleinkorres R., Schaufelberger R., Schlitter T., Lorenz R., König C., Frey, A., & McElvany, N. (2022). COVID-19 pandemic and student reading achievement: Findings from a school panel study. Frontiers in Psychology. 13:876485. doi: 10.3389/fpsyg.2022.876485 Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876485/full
  • Milli Eğitim Bakanlığı [MEB]. (2019). Türkçe dersi öğretim programı (İlkokul ve ortaokul). [Turkish lesson curriculum (Primary and secondary school)]. Ankara. 10.04.2021 tarihinde http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=663 adresinden alınmıştır.
  • Milli Eğitim Bakanlığı [MEB]. (2019). Bakan selçuk, 23 Mart'ta başlayacak uzaktan eğitime ilişkin detayları anlattı. Retrieved from https://www.meb.gov.tr/bakan-selcuk-23-martta-baslayacak-uzaktan-egitime-iliskin-detaylari-anlatti/haber/20554/tr
  • Merriam, S.B. (2013). Nitel araştırma: desen ve uygulama için bir rehber [Qualitative research: a guide to pattern and practice]. S.Turan (Çev. Ed.). Ankara: Nobel yayın.
  • Patrinos, H.A., Vegas, E., & Carter-Rau, R. (2022). An analysis of COVID-19 student learning loss. Policy Research Working Paper, 10033. World Bank Group, Washington, DC. Retrieved from https://openknowledge.worldbank.org/handle/10986/37400
  • Orhan, G., & Beyhan, Ö. Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 pandemic. Social Sciences and Education Research Review, 7(1), 18-44.
  • Özdoğan, A.H., & Berkant, H.G. (2020). Covıd-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. [Examination of stakeholder views on distance education during the Covid-19 pandemic period.]. Milli Eğitim [National Education], 49 (Özel Sayı), 13-43.
  • Sağırlı, M. (2019). İlkokuma yazma öğretimi [Primary reading and writing teaching]. Ö. Yılar (Ed.). İlkokuma yazma öğretiminin önemi, amacı ve birinci sınıf öğretmenliği. [Importance and purpose of primary reading and writing teaching and first grade teaching ], (ikinci baskı), içinde (s.1-30). Ankara: PEGEM.
  • Savolainen, H., Ahonen, T., Aro, M., Tolvanen, A., & Holopainen, L. (2008). Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education. Learning and Instruction, 18(2), 201–210. doi: https://doi.org/10.1016/j.learninstruc.2007.09.017 Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0959475207001090
  • Saygı, H. (2021). Covid-19 pandemi uzaktan eğitim sürecinde sınıf öğretmenlerinin karşılaştığı sorunlar. [Problems faced by classroom teachers during the Covid-19 pandemic distance education process]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAd) [Journal of Open Education Practices and Research], 7(2), 109-129. https://doi.org/10.51948/auad.841632
  • Serçemeli, M., & Kurnaz, E. (2020). Covid-19 Pandemi döneminde öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. [A research on students' perspectives on distance education and distance accounting education during the Covid-19 Pandemic period.]. Journal of International Social Sciences Academic Researches, 4(1), 40-53.
  • Simonson, M., Smaldino, S. E., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education (4th Edition). Boston, MA: Prentice Hall.
  • Şahin, Ç. (2017). Verilerin analizi. R. Kıncal (Ed.). Bilimsel araştırma yöntemleri. [Scientific research methods]. İçinde (s. 183-219). Ankara: Nobel yayın.
  • TEDMEM. (2020). COVID-19 sürecinde eğitim: uzaktan öğrenme, sorunlar ve çözüm önerileri (TEDMEM Analiz Dizisi 7). [Education in the COVID-19 process: distance learning, problems and solutions (TEDMEM Analysis Series 7).] Ankara: Türk Eğitim Derneği Yayınları.
  • TEDMEM. (2021). Türkiye’nin telafi eğitimi yol haritası (TEDMEM Analiz Dizisi 9). [Turkey's remedial education roadmap (TEDMEM Analysis Series 9)]. Ankara: Türk Eğitim Derneği Yayınları.
  • Turan, Z. (2019). E-öğrenme, kuram, uygulama ve araçlar [E-learning, theory, practice and tools]. S. Şendağ (Ed.). Öğretim teknolojileri [Instructional Technologies]. İçinde (s. 449-480). Ankara: Nobel Yayın.
  • TÜBA, (2020). Türkiye Bilimler Akademisi Covid-19 pandemi değerlendirme raporu. [Covid-19 pandemic evaluation report of the Turkish Academy of Sciences]. Türkiye Bilimler Akademisi Yayınları [Publications of the Turkish Academy of Sciences], TÜBA Raporları No: 34, Ankara.
  • Türk Dil Kurumu [TDK]. (2022). Güncel Türkçe Sözlük. [Turkish Dictionay]. Retrieved from https://sozluk.gov.tr/
  • UNESCO (2021). 100 million more children under the minimum reading proficiency level due to COVID-19 - UNESCO convenes world education ministers. Retrieved from https://en.unesco.org/news/100-million-more-children-under-minimum-reading-proficiency-level-due-covid-19-unesco-convenes
  • United Nations (2020). Policy brief: Education during COVID-19 and beyond. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • Ülger, K. (2021). Uzaktan eğitim modelinde karşılaşılan sorunlar-fırsatlar ve çözüm önerileri. [Problems-opportunities and solution suggestions in the distance education model]. International Journal of Contemporary Educational Studies (IntJCES), 7(1), 393-412.
  • Vasiliki, G., Dimitrios, S., & Mano, P. (2021). Distance education in the pandemic era: the views of Greek general and special education teachers of secondary education regarding readiness, challenges and the post-covid educational practices. European Journal of Special Education Research, 7(4), 169-194.
  • Yalın, H.İ. (2015). Öğretim teknolojileri ve materyal geliştirme. [Instructional technologies and material development]. Ankara: Nobel Yayın.
  • Yılar, R. (2019). İlk okuma yazma öğretimi. [Primary reading and writing instruction]. Ö. Yılar (Ed.). Yazma [Writing] (İkinci Baskı). İçinde (s. 75-97). Ankara: Pegem Akademi.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin kitabevi.
  • Yıldız, M. (2013). Yazma güçlüğü (disgrafi) olan bir ilkokul 2. sınıf öğrencisinin el yazısı okunaklılığının geliştirilmesi: eylem araştırması. [Improving handwriting legibility of a 2nd grade primary school student with writing difficulties (dysgraphia): action research]. Uşak Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uşak University Faculty of Education], 6(4), 281-310.

Teachers' Opinions on Teaching Primary Reading and Writing through Distance Education During the Covid-19 Pandemic Period

Year 2022, Volume: 4 Issue: 1, 34 - 50, 30.06.2022
https://doi.org/10.51535/tell.1123629

Abstract

This study aimed to examine the positive and negative aspects of primary teaching reading and writing through distance education during the Covid-19 Pandemic period from the eyes of primary school 1st-grade teachers. The case study was determined as the method of the study. The participants were ten primary school teachers who teach 1st grades in a primary school located in one of the central districts of Mersin province. A semi-structured interview form was used to obtain data in line with the purpose of the study. The findings showed more negative aspects in teaching reading and writing with distance education. Among the negativities, the most mentioned issue by the participant teachers was the problematic writing of the students. In addition, they also highlighted the situations such as not being able to contact the students, indifference of the parents, not obeying the classroom rules such as unauthorized speaking and raising their hands. According to the opinions of the participants, it was stated that the use of distance education is not suitable for teaching reading and writing skills in general, and face-to-face education is needed for this. The problems encountered in this process are presented under four main headings. These are: "Problems originating from parents, technical problems, problems related to the learning-teaching process, and problems related to the learning environment". In order to overcome the problems faced by the teachers, Trying to involve parents more in the process has been the most used solution.

References

  • Akın Kösterelioğlu, M., & Kaya Durna, D. (2021). Primary teachers' views of distance education during the Covid-19 pandemic. International Journal of Humanities and Social Science, 8(2), 42-50.
  • Akyol, H. (2011). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem Akademi.
  • Akyol, H. & Temur, T. (2008). Ses temelli cümle yöntemi ve cümle yöntemi ile okuma yazma öğrenen öğrencilerin okuma becerilerinin öğretmen görüşlerine göre değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 79-95.
  • Babayiğit, Ö. & Erkuş, B. (2017). İlk Okuma Yazma Öğretimi Sürecinde Sorunlar ve Çözüm Önerileri. Erzincan Eğitim Fakültesi Dergisi, 19 (2)271-284.
  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covid-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma [A study on the effectiveness of distance education, which is the result of the coronavirus (Covid-19) pandemic process.]. AJER-Academia Eğitim Araştırmaları Dergisi [AJER-Academia Journal of Educational Research], 5(2), 368-397. Retrieved from https://dergipark.org.tr/pub/egitime-ISSN 2619-9351
  • Bay, Y. (2010). Ses temelli cümle yöntemiyle ilk okuma yazma öğrenen ilköğretim birinci sınıf öğrencilerinin okuma yazma hızları ve okuduğunu anlama düzeyleri [Literacy speeds and reading comprehension levels of primary school first grade students who learn to read and write with the sound-based sentence method.]. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, [Journal of Ahi Evran University Faculty of Education,] 11(1), 257-277.
  • Boland, T. (1993). The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education. European Journal of Psychology of Education, 8(3), 289–305. https://doi.org/10.1007/BF03174083
  • Goldstein, D. (2022). It’s ‘alarming: Children are severely behind in reading. Retrieved from https://www.nytimes.com/2022/03/08/us/pandemic-schools-reading-crisis.html
  • Güneş, F. (2009). İlk okuma yazma öğretimi, yaklaşım ve modeller [Primary reading writing teaching, approaches and models]. (Birinci baskı). Ankara: PEGEM.
  • Güneş, F. (2021). Sound methods in primary reading and writing teaching. [İlk okuma yazma öğretiminde ses yöntemleri]. The Journal of Limitless Education and Research, [Sınırsız Eğitim ve Araştırma Dergisi], 6(2), 179-220. Doi: 10.29250/sead.959124.
  • İncetaş, F., & Kaf, Ö. (2022). Covid-19 salgın sürecinin öğrencilerin akademik ve sosyal davranışlarına yansımalarıyla ilgili öğretmen görüşleri. [Teachers' views on the reflections of the Covid-19 epidemic process on students' academic and social behaviors]. Ulusal Eğitim Dergisi [Journal of National Education], 1(2), 156-175.
  • Karaca, İ., Karaca, N., Karamustafaoğlu, N., & Özcan, M. (2021). Öğretmenlerin uzaktan eğitimin yararına ilişkin algılarının incelenmesi. [Examining teachers' perceptions of the benefits of distance Education]. Humanistic Perspective, 3(1), 209-224. https://doi.org/10.47793/hp.844113
  • Kızıltaş, Y., & Çetinkaya Özdemir, E. (2021). Sınıf öğretmenlerinin uzaktan eğitim sürecine yönelik görüşleri. [Opinions of classroom teachers on the distance education process]. Elektronik Sosyal Bilimler Dergisi [Electronic Journal of Social Sciences], 20(80): 1896-1914.
  • Lewis, K., & Kuhfeld, M. (2021). Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. NWEA. Retrieved from https://www.nwea.org/content/uploads/2021/12/Learning-during-COVID19-An-update-on-student-achivement-and-growth-at-the-start-of-the-2021-2022-school-year-Research-Brief.pdf
  • Lewis, K., Kuhfeld, M., Ruzek, E., & McEachin, A. (2021). Learning during COVID-19: Reading and math achievement in the 2020-21 school year. Center for School and Student Progress, NWEA Research. Retrieved from https://www.nwea.org/content/uploads/2021/07/Learning-during-COVID-19-Reading-and-math-achievement-in-the-2020-2021-school-year.research-brief-1.pdf
  • Ludewig U., Kleinkorres R., Schaufelberger R., Schlitter T., Lorenz R., König C., Frey, A., & McElvany, N. (2022). COVID-19 pandemic and student reading achievement: Findings from a school panel study. Frontiers in Psychology. 13:876485. doi: 10.3389/fpsyg.2022.876485 Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876485/full
  • Milli Eğitim Bakanlığı [MEB]. (2019). Türkçe dersi öğretim programı (İlkokul ve ortaokul). [Turkish lesson curriculum (Primary and secondary school)]. Ankara. 10.04.2021 tarihinde http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=663 adresinden alınmıştır.
  • Milli Eğitim Bakanlığı [MEB]. (2019). Bakan selçuk, 23 Mart'ta başlayacak uzaktan eğitime ilişkin detayları anlattı. Retrieved from https://www.meb.gov.tr/bakan-selcuk-23-martta-baslayacak-uzaktan-egitime-iliskin-detaylari-anlatti/haber/20554/tr
  • Merriam, S.B. (2013). Nitel araştırma: desen ve uygulama için bir rehber [Qualitative research: a guide to pattern and practice]. S.Turan (Çev. Ed.). Ankara: Nobel yayın.
  • Patrinos, H.A., Vegas, E., & Carter-Rau, R. (2022). An analysis of COVID-19 student learning loss. Policy Research Working Paper, 10033. World Bank Group, Washington, DC. Retrieved from https://openknowledge.worldbank.org/handle/10986/37400
  • Orhan, G., & Beyhan, Ö. Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 pandemic. Social Sciences and Education Research Review, 7(1), 18-44.
  • Özdoğan, A.H., & Berkant, H.G. (2020). Covıd-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. [Examination of stakeholder views on distance education during the Covid-19 pandemic period.]. Milli Eğitim [National Education], 49 (Özel Sayı), 13-43.
  • Sağırlı, M. (2019). İlkokuma yazma öğretimi [Primary reading and writing teaching]. Ö. Yılar (Ed.). İlkokuma yazma öğretiminin önemi, amacı ve birinci sınıf öğretmenliği. [Importance and purpose of primary reading and writing teaching and first grade teaching ], (ikinci baskı), içinde (s.1-30). Ankara: PEGEM.
  • Savolainen, H., Ahonen, T., Aro, M., Tolvanen, A., & Holopainen, L. (2008). Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education. Learning and Instruction, 18(2), 201–210. doi: https://doi.org/10.1016/j.learninstruc.2007.09.017 Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0959475207001090
  • Saygı, H. (2021). Covid-19 pandemi uzaktan eğitim sürecinde sınıf öğretmenlerinin karşılaştığı sorunlar. [Problems faced by classroom teachers during the Covid-19 pandemic distance education process]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAd) [Journal of Open Education Practices and Research], 7(2), 109-129. https://doi.org/10.51948/auad.841632
  • Serçemeli, M., & Kurnaz, E. (2020). Covid-19 Pandemi döneminde öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. [A research on students' perspectives on distance education and distance accounting education during the Covid-19 Pandemic period.]. Journal of International Social Sciences Academic Researches, 4(1), 40-53.
  • Simonson, M., Smaldino, S. E., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education (4th Edition). Boston, MA: Prentice Hall.
  • Şahin, Ç. (2017). Verilerin analizi. R. Kıncal (Ed.). Bilimsel araştırma yöntemleri. [Scientific research methods]. İçinde (s. 183-219). Ankara: Nobel yayın.
  • TEDMEM. (2020). COVID-19 sürecinde eğitim: uzaktan öğrenme, sorunlar ve çözüm önerileri (TEDMEM Analiz Dizisi 7). [Education in the COVID-19 process: distance learning, problems and solutions (TEDMEM Analysis Series 7).] Ankara: Türk Eğitim Derneği Yayınları.
  • TEDMEM. (2021). Türkiye’nin telafi eğitimi yol haritası (TEDMEM Analiz Dizisi 9). [Turkey's remedial education roadmap (TEDMEM Analysis Series 9)]. Ankara: Türk Eğitim Derneği Yayınları.
  • Turan, Z. (2019). E-öğrenme, kuram, uygulama ve araçlar [E-learning, theory, practice and tools]. S. Şendağ (Ed.). Öğretim teknolojileri [Instructional Technologies]. İçinde (s. 449-480). Ankara: Nobel Yayın.
  • TÜBA, (2020). Türkiye Bilimler Akademisi Covid-19 pandemi değerlendirme raporu. [Covid-19 pandemic evaluation report of the Turkish Academy of Sciences]. Türkiye Bilimler Akademisi Yayınları [Publications of the Turkish Academy of Sciences], TÜBA Raporları No: 34, Ankara.
  • Türk Dil Kurumu [TDK]. (2022). Güncel Türkçe Sözlük. [Turkish Dictionay]. Retrieved from https://sozluk.gov.tr/
  • UNESCO (2021). 100 million more children under the minimum reading proficiency level due to COVID-19 - UNESCO convenes world education ministers. Retrieved from https://en.unesco.org/news/100-million-more-children-under-minimum-reading-proficiency-level-due-covid-19-unesco-convenes
  • United Nations (2020). Policy brief: Education during COVID-19 and beyond. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • Ülger, K. (2021). Uzaktan eğitim modelinde karşılaşılan sorunlar-fırsatlar ve çözüm önerileri. [Problems-opportunities and solution suggestions in the distance education model]. International Journal of Contemporary Educational Studies (IntJCES), 7(1), 393-412.
  • Vasiliki, G., Dimitrios, S., & Mano, P. (2021). Distance education in the pandemic era: the views of Greek general and special education teachers of secondary education regarding readiness, challenges and the post-covid educational practices. European Journal of Special Education Research, 7(4), 169-194.
  • Yalın, H.İ. (2015). Öğretim teknolojileri ve materyal geliştirme. [Instructional technologies and material development]. Ankara: Nobel Yayın.
  • Yılar, R. (2019). İlk okuma yazma öğretimi. [Primary reading and writing instruction]. Ö. Yılar (Ed.). Yazma [Writing] (İkinci Baskı). İçinde (s. 75-97). Ankara: Pegem Akademi.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin kitabevi.
  • Yıldız, M. (2013). Yazma güçlüğü (disgrafi) olan bir ilkokul 2. sınıf öğrencisinin el yazısı okunaklılığının geliştirilmesi: eylem araştırması. [Improving handwriting legibility of a 2nd grade primary school student with writing difficulties (dysgraphia): action research]. Uşak Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uşak University Faculty of Education], 6(4), 281-310.
There are 41 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Soner Mehmet Özdemir 0000-0002-7236-946X

Firdevs Gündoğan Önderöz 0000-0002-1110-1451

Publication Date June 30, 2022
Acceptance Date June 16, 2022
Published in Issue Year 2022 Volume: 4 Issue: 1

Cite

APA Özdemir, S. M., & Gündoğan Önderöz, F. (2022). Teachers’ Opinions on Teaching Primary Reading and Writing through Distance Education During the Covid-19 Pandemic Period. Journal of Teacher Education and Lifelong Learning, 4(1), 34-50. https://doi.org/10.51535/tell.1123629

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