A NEW METHOD SUGGESTION FOR THE STUDENTS WHO HAVE LEARNING DISABILITY IN FIRST READING AND WRITING: VOCAL AND SYLLABLE BASED SENTENCE METHOD

Kısmet DELİVELİ

Abstract


The purpose of this study is, to suggest a new method to the teachers who teaches to the students who have difficulty in first reading and writing. For this purpose, the phases of “Vocal Based Sentence Method” which has been carried out since 2005 is examined, by taking views of five experienced teachers the difficulties encountered during these method practice are established and “Vocal and Syllable Based Sentence Methods developed. According to this, in those method practices with the help of “Vocal Based Sentence Method” a mixed method which is tought to ease the teaching of “syylable-word-sentence” structures the student have difficulty to understand is used. During the practice of the method the vocal line of “Vocal Based Sentence Method” is not changed but,  a change has been made in the number of the groups. Those vocals and their groups are like this: First Group: “e, l, a, t, i, o, n” Second Group: r, m, u, k, ı, y, s” Third Group: d, ö, b, ü, ş, z, ç, g” Fourth Group: c, p, h, ğ, v, f, j. With those method practices, when the teaching of first group vocals and syllable- word-sentence teaching is completed, by repeating the formations of the vocals in the mouth they are reminded to the children. By mazily combining the first group vocals, new open and closed syllables are formed. By combining the syllables new words, by adding vocals or syllables at the end of the words different words are obtained. Those structures are transformed to a chart and hanged on the class board. Some of the sentences that has been formed are hanged to the sentence board by writing on the notecards . After making students read and write those sentences sufficiently, vocal-word-sentence formations are pointed out. Also the sentences that has been formed are turned in to texts and written to the text notebooks. The texts are prepared by the teacher in a big size (50x70) and hanged on the class board. All of those texts are combined and turned into a “class text notebook”. For the students to be able to study again, the syllable-word-sentences that have been obtained from the first group are transformed to the work sheets and passed out to them. Similarly when the process with the second, third and fourth group vocals is finished the ability of fluent reading skills of the students are improved and practices intended for vocals and words they have difficulties to write are placed.

Key Words: Reading and writing teaching, Children with learning disability, vocal and syllable based sentence method


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