Abstract
Writing is one of the skills that increases students’ academic success and will be used by individuals throughout their lives. Students experiencing writing difficulties can benefit from identifying and supporting them from the beginning of the reading and writing instruction process, which can be crucial for developing their writing skills and academic progress. In this study, we evaluate the writing skill levels and the form-content characteristics of the written products of first-grade primary school students who have acquired basic literacy skills in the process of learning to read and write. The research is a descriptive case study conducted in the survey model. In this context, the written products of 90 students who completed the first grade of primary school and were determined through maximum variation in the research were included in the evaluation scope in terms of content and formal structure. Research data were analyzed using the “Formal Quality Rubric” and the “Content Quality Rubric.” As a result of the research, it was observed that there were issues in the formal dimension such as line tracking, spelling accuracy, and readability. In terms of content, in the creation of story sections; difficulties in including all sections of the story, starting and ending the story with an introductory sentence that includes advanced description, word count limitations, etc., have been encountered.
Presenters
Berrin Genc ErsoyAssociate Professor, Education Faculty, TED University, Ankara, Turkey Fisun Gungor Yereyikilmaz
Independent researcher, Primary School Teaching pHd, I have no organization, Eskisehir, Turkey Mediha Guner Ozer
Dr., Primary School Education, Anadolu University Serife Dilek Belet Boyaci
Professor, Elementary Education, Anadolu University, Eskisehir, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Content Development, Formatting Features, Literacy, Writing Skills
