Investigation of the Achievement Status of Children Who Learn to Read and Write Before Starting School
Keywords:
Early Literacy, MotivationAbstract
This study was conducted to reveal the opinions of classroom teachers about children's literacy learning before starting school. In the research, research was carried out with a case study, which is one of the qualitative research methods. While forming the study group of the research, the study group was determined by criterion sampling, which is one of the purposive sampling methods. 15 classroom teachers working in primary school in Kahta district of Adıyaman province were included in the study group. Study data were collected in the spring semester of 2021-2022. Interview technique from the qualitative research model was used to get the opinions of 1st grade students who came to school knowing how to read and write. A demographic information form was added to the interview form. After filling out this form, students were given a form to collect their information. Interviews were conducted by appointment with classroom teachers. An area suitable for the school environment was also built to ensure participation on a voluntary basis. The questions were answered by the class teachers using a voice recorder. The answers given by the classroom teachers were evaluated according to descriptive content analysis and combined under themes. Each class teacher was given a code for their answers. These codes were transferred to the computer environment. As a result of the researches, it was seen that the academic achievement levels of the students who made an early transition to literacy were higher than the answers given by the classroom teachers. It has been observed that the academic achievement of students who understand reading is high. However, low motivation was often observed in students who switched to early reading. It has been observed that students who start reading early have difficulty focusing compared to their peers. In order to eliminate these problems, it has been ensured that students are activated in peer teaching.
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