Cumhuriyet Uluslararası Eğitim Dergisi

Öz

This study aimed to develop the writing skills of a student who was studying in the third grade of primary school and had writing difficulties. The study adopted action research method, one of the qualitative research methods. The participant was a student who had writing difficulties even though she had no mental, auditory or visual health problems. In order to obtain information about the writing difficulty of the student, the researcher conducted interviews with the mother and teacher, examined the workbook and notebook, and observed the student’s writing process. From this point of view, the researcher prepared an action plan and the plan was implemented for eight weeks, six hours a week, in order to improve the student's writing skills. In order to evaluate the development of writing skills, the student wrote texts by copying and dictation before and after the implementation. The texts written by the student were evaluated with the “Multidimensional Legibility Scale and the Writing Errors Form.” In the copying and dictation texts, the number of letters written by the student in one minute and the writing speed were also determined. The study determined that the post-implementation action plan was effective in the development of writing skills. The legibility of the student's writing had increased in copying and dictation texts. Although spelling errors had decreased in the copying text, problems of adding/skipping letters and mixing letters had continued in the dictated text. The findings indicated that there was no improvement in the student's writing speed at the expected level.