THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY

Omer Faruk Tavsanli, Mizrap Bulunuz

Abstract


The purpose of this study is to examine the effect of a first grade student’s writing at home, school, and university program on her written expression skills. In the research, all the student’s writing was on subjects that she was interested in or ones she chose to write about from her lived experiences or familiar events. A case study method was used to analyze the pictures and literacy experiences. The study showed that the student's literacy skills had developed at an advanced level. Besides the process-based teaching program used at the school, the parents' habit of reading books to the student and encouraging her to make pictures of interesting events experienced during the preschool period also contributed to development of the written expression skills at an advanced level. The results of the research pointed out that literacy education should be perceived as a whole and that children should experience activities that support the development of literacy from early childhood.

 

Article visualizations:

Hit counter

DOI

Keywords


written skill-process, based writing approach, family support

References


Aram, D. (2005). Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school. First Language, 25, 259–289.

Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588–610.

Aram, D. (2010). Writing with young children: A comparison of paternal and maternal guidance. Journal of Research in Reading, 33(1), 4–19.

http://dx.doi.org/10.1111/j.1467-9817.2009.01429.x

Beach, S. A., & Ward, A. (2013). Insights into Engaged Literacy Learning: Stories of Literate Identity. Journal of Research in Childhood Education, 27(2) 239–255.

Blair, R., & Savage, R. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in 308 pre-readers. Reading and Writing,19, 991–1016.

Bindman, S.W., Skibbe, L.E., Hindman, A.H., Aram, D., & Morrison, F.J. (2014). Parental writing support and preschoolers’ early literacy, language, and fine motor skills. Early Childhood Research Quarterly, 29, 614-624.

Bloodgood, J. W. (1999). What’s in a name? Children’s name writing and literacy acquisition. Reading Research Quarterly, 34, 342–367.

Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35 (1), 25–37.

Bus, A., & Out, D. (2009). Unraveling genetic and environmental components of early literacy: A twin study. Reading and Writing, 22(3), 293-306. doi:10.1007/s11145-008-9115-0.

Calkins, L. M. (1986). The Art of Teaching Writing. Portsmouth, NH; Heinemann.

Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis (pp. 1-539). Allyn & Bacon.

Cottone, E. A. (2012). Preschoolers’ emergent literacy skills: The mediating role of maternal reading beliefs. Early Education & Development, 23(3), 351–372. http://dx.doi.org/10.1080/10409289.2010.527581

Curenton, S. M., & Justice, L. M. (2008). Children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19(2), 261–283. http://dx.doi.org/10.1080/10409280801963939

DeBaryshe, B., Binder, J., & Buell, M. (2000). Mothers’ implicit theories of early literacy instruction: Implications for children’s reading and writing. Early Child Development and Care, 160(1), 119–131. http://dx.doi.org/10.1080/0030443001600111

Collier, D. R. (2010). Journey to becoming a writer: Review of research about children’s identities as writers. Language and Literacy, 12(1), 147-164.

Culbert, E., Flood, M., Windler, R., & Work, D. (1998). A Qualitative Investigation of the Use of Graphic Organizers.

Çelenk, S. (2008). İlköğretim Okulları Birinci Sınıf Öğrencilerinin İlkokuma ve Yazma Öğretimine Hazırlık Düzeyleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8 (1), 83-90.

Durukan, E., & Alver, M. (2008). Ses Temelli Cümle Yönteminin Öğretmen Görüşlerine Göre Değerlendirilmesi. Uluslararası Sosyal Araştırmalar Dergisi, 1 (5), 274-289.

Ehri, L. C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 113–131). New York: Guilford Press.

Erdoğan, Ö. (2012). Süreç Temelli Yaratıcı Yazma Uygulamalarının Yazılı Anlatım Becerisine Ve Yazmaya İlişkin Tutuma Etkisi. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Erginer, A. (2012). Avrupa Birliği Eğitim Sistemleri. Ankara: Pegem Akademi Yayıncılık.

Feuer, A. (2011). Developing foreign language skills, competence and identity through a collaborative creative writing project. Language, Culture and Curriculum, 24 (2), 125-139.

Gerde, H.K., Bingham, G.R., & Wasik, B.A. (2012). Writing in Childhood Classrooms: Guidance for Best Practices. Early Chıldhood Educatıon Journal, 40 (6), 351-359.

Gerde, H.K., Foster, T. D., & Skibbe, L. E. (2014). Beyond the pencil: Expanding the occupational therapists’ role in helping young children to develop writing skills. The Open Journal of Occupational Therapy, 2(1), 5.

Graves, D. H. (1983). Writing: Teachers and children at work. Heinemann Educational Books, 4 Front St., Exeter, NH 03833.

Grundy, T. (1986). The Writing Program in the Beaverton School District. OSSC Bulletin, 30 (2).

Güneş, F. (2013). Türkçe öğretimi: Yaklaşımlar ve modeller. Ankara: Pegem Akademi Yayınları.

Hammill, D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453–468.

Jarrett, O.S. (2013). Çocuğun Dünyasında Bilim- Anlamlı Öğrenme İçin Etkinlikler (M. Bulunuz, Çev.) Ankara: TÜBİTAK.

Lee, H. (2008). The relationship between writers’ perceptions and their performance on a field-specific writing test. Assessing Writing, 13 (2), 93-110.

Lubin, J., & Sewak, M., (2007). Enhancing learning through the use of graphic organizers: A Review of the literature. Lynchburg College Online Journal of Special Education, 4, 1-37.

McCarthey, S. J. (2001). Identity construction in elementary readers and writers. Reading Research Quarterly, 36(2), 122-151.

McCutchen, D., Covill, A., Hoyne, S. H., & Mildes, K. (1994). Individual differences in writing: Implications of translating fluency. Journal of Educational Psychology, 86 (2), 256–266.

McKnight, K. S. (2010). The teacher’s big book of graphic organizers. San Fransisco: Josey Bass.

MEB. (2015). Türkçe dersi (1-8. Sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı.

Merriam, S. B. (1988). Case Study Research In Education. London: Jossey-Boss Publishers.

Kaplan, M. (2007). Sevgi ve ilim. İstanbul: Dergah Yayınları.

Karatay, H. (2007). Kelime öğretimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(1).

Katayama, A. D., & Robinson, D. H. (2000). Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers. The Journal of Experimental Education, 68(2), 119-133.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

Nauman, A. D. (2007). Writing in the primary grades: Tapping young children’s enthusiasm to help them become good writers. Illinois Reading Council Journal, 35 (4), 16-28.

Neumann, M. M., Hood, M., & Neumann, D. (2008). The scaffolding of emergent literacy skills in the home environment: A case study. Early Childhood Educational Journal, 36, 313–319.

Norton, B. (Ed.). (1997). Language and identity [Special issue]. TESOL Quarterly, 31 (3), 409-429.

Obalar, S. (2009). İlköğretim Birinci Sınıf Öğrencilerinin İlk Okuma Yazma Becerileri İle Sosyal Duygusal Uyum Ve Zekâ Düzeyleri Arasındaki İlişkinin İncelenmesi. Yayınlanmamış Doktora Tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.

Olinghouse, N. G., & Santangelo, T. (2010). Assessing the writing of struggling learners. Focus On Exceptional Children, 43 (4), 1-27.

Otto, B. (2008). Literacy development in early childhood: Reflective teaching for birth to age eight. Upper Saddler River, NJ: Pearson Education.

Özbay, M., & Melanlıoğlu, A. G. D. (2008). Türkçe Eğitiminde Kelime Hazinesinin Önemi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1).

Özkara, Y. (2007). 6+1 analitik yazma ve değerlendirme modelinin 5. sınıf öğrencilerinin hikaye edici metin yazma becerilerini geliştirmeye etkisi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.

Öztürk, E. (2007). İlköğretim beşinci sınıf öğrencilerinin yaratıcı yazma becerilerinin değerlendirilmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.

Pardlow, D. K. (2003). Flight to flatland: A descriptive study of using creative writing pedagogy to improve the teaching of first year English composition. Doctoral of dissertation, Indiana University of Pennsylvania.

Powell, D. R., Diamond, K. E., Bojczyk, K. E., & Gerde, H. K. (2008). Head Start teachers’ perspectives on early literacy. Journal of Literacy Research, 40, 422–460. http://dx.doi.org/10.1080/10862960802637612

Ritchey, K. D. (2008). The building blocks of writing: Learning to write letters and spell words. Reading and Writing, 21, 27–47.

Ruddell, R. B. (2006). Teaching children to read and write: Becoming an effective literacy teacher (4th ed.).Boston: Pearson.

Saracho, O. N. (1997). Using the home environment to support emergent literacy. Early Child Development and Care, 201–216.

Seban, D., & Tavşanlı, Ö.F. (2015). Children’s sense of being a writer: identity construction in second grade writer’s workshop. International Electronic Journal of Elementary Education, 7(2), 217-234.

Sharples, M. (2003). How we write: Writing as creative design. London: Routledge.

Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution ofkindergarten spelling to Grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1–21.

Smith, F. C. (2008). Literacy identity development. Literacy Learning: The Middle Years, 16(1), 47-51.

Tavşanlı, Ö. F., & Seban, D. (2015). 9. Grafik Örgütleyicilerin İlköğretim 4. Sınıf Öğrencilerinin Bilgilendirici Metinleri Çözümleme Ve Özetleme Başarıları Üzerine Etkisi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 43, 85-93.

Temizkan, M. (2011). Yaratıcı yazma etkinliklerinin öykü yazma becerisi üzerindeki etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11 (1), 933-939.

Tok, Ş., Tok, T.N., & Mazı, A. (2008). İlkokuma Yazma Öğretiminde Çözümleme ve Ses Temelli Cümle Yöntemlerinin Değerlendirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 53, 123-144.

Vygotsky, L. S. (1998). Düşünce ve dil (Çev: S.Koray). İstanbul: Toplumsal Dönüşüm Yayınları.

Willis, S. (2001). Teaching Young Writers Feedback and Coaching Help Students Hone Skills. In C. Jago (Ed.), Language Arts: A Chapter of the Cirriculum Handbook (pp. 125-129). Alexandria, VA: Association for Supervision and Curriculum Development.

Yin, R. K. (2013). Case study research: Design and methods. Sage publication.


Refbacks

  • There are currently no refbacks.


 

 

 

 

Copyright © 2015. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).