Aile ile Birlikte Yazmanın İlkokul Öğrencilerinin Yazma Başarı ve Tutumlarına Etkisi

İsmail Sarikaya

doi:10.30703/cije.901755

Araştırma Makalesi

Aile ile Birlikte Yazmanın İlkokul Öğrencilerinin Yazma Başarı ve Tutumlarına Etkisi

Yıl 2021, Cilt: 10 Sayı: 4, 1696 - 1720, 30.12.2021

İsmail Sarikaya

https://doi.org/10.30703/cije.901755

Cited By: 5

Öz

Bu çalışmada aile ile birlikte yazmanın ilkokul 4. sınıf öğrencilerinin yazma başarısı ve yazma tutumları üzerinde nasıl bir etkisinin olduğunu tespit etmek amaçlanmıştır. Çalışma, yarı-deneysel desene uygun olarak tasarlanmıştır. Katılımcılar, küme örnekleme yoluyla belirlenmiştir. Araştırma, deney ve kontrol grubunda bulunan toplam 62 ilkokul dördüncü sınıf öğrencisi ve onların aileleri ile yürütülmüştür. Çalışmaya aile eğitimi ile başlanmış, her hafta ailelerle bilgilendirme ve istişare toplantıları yürütülmüştür. Ailelere, ilkokulda temel yazma becerileri, yazma görevi esnasında dönüt ve düzeltme, analitik yazma ve değerlendirme vb. konularda eğitim verilmiştir. Sürecin başında ve sonunda öğrencilerin yazma başarıları ile yazmaya yönelik tutumları ölçülmüştür. Aile ile birlikte yazma müdahalesinin bitimini izleyen 4. hafta içerisinde kalıcılık ölçümleri yapılmıştır. Uygulama, 10 hafta boyunca aralıksız olarak devam ettirilmiştir. Veri analizinde betimsel ve kestirimsel istatistikten yararlanılmıştır. Gruplara ait ölçümler hem kendi içerisinde hem de gruplar arasında karşılaştırılmıştır. Bulgular, yapılan müdahalenin öğrencilerin yazma başarıları ve yazma tutumları üzerinde anlamlı ve olumlu yönde bir değişime yol açtığını göstermiştir. Yazma başarı puanları ve tutumları açısından deney grubu kontrol grubuna göre daha avantajlı hale gelmiştir. Bu çalışma ile aile ile birlikte yazmanın yazma öğretimi sürecindeki etkisi açığa çıkarılmıştır. Bu doğrultuda, öğretmenlere ve alan uzmanlarına yazma öğretimi sürecinde aileleri aktif hale getirmeleri ve etkili bir iletişim kurmaları tavsiye edilmektedir.

Anahtar Kelimeler

Aile ile birlikte yazma, yazma başarısı, yazma tutumu, ilkokul öğrencileri, aile katılımı

Kaynakça

Akarsu, B. (2015). Hipotezlerin, değişkenlerin ve örneklemin belirlenmesi. M. Metin. (Ed.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri içinde (2. b., ss. 21-43). Ankara: Pegem Akademi.
Akman, E. (2015). Osmanlı’dan günümüze Türkiye’de ilkokuma ve yazma öğretimi. Ö. Yılar (Ed.), İlkokuma ve yazma öğretimi içinde (ss. 137-153). Ankara: Pegem Akademi.
Akyol, H. ve Kuralbayeva, A. (2021). Kazakistan ve Türkiye’deki 1. sınıf ana dil öğretim ders kitaplarının karşılaştırılması. Bilig, 97, 109-136. https://doi.org/ 10.12995/bilig.9705
Allal, L. (2018). Learning to write: Observation, modeling, and interaction in the classroom. Contribution to a special issue in honor of Gert Rijlaarsdam Making Connections: Studies of Language and Literature Education. L1-Educational Studies in Language and Literature, 18, 1-10. doi: 10.17239/L1ESLL-2018.18.03.02
Allen-Wriggle, N. (2011). The impact of the write from the beginning program on grade 2 writing achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations ve Theses Global. (UMI No:904137145)
Anderson, J. (2020). The coronavirus pandemic is reshaping education. Quartz. Retrieved from https://qz.com/1826369/how-coronavirus-is-changing-education/
Aram, D., Most, T., and Mayafit, H. (2006). Contributions of motherchild storybook telling and joint writing to literacy development in kindergarten with hearing loss. Language, Speech, and Hearing Services in Schools, 37(3), 209–223. Retrieved from http://www.be-portal.org/Media/Uploads/mother_child_storybook_ telling.pdf
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barone, D. (2011). Welcoming families: A parent literacy project in a linguistically rich, high-poverty school. Early Childhood Education Journal, 38, 377-384. http://dx.doi.org/10.1007/s10643-010-0424-y
Bayraktar, A., and Okvuran, A. (2012). Improving students' writing through creative drama. Procedia-Social and Behavioral Sciences, 51, 662-665. https://doi.org/10.1016/j.sbspro.2012.08.220
Bayram, Y., ve Erdemir, A. (2006). Amasya’daki ilköğretim ikinci kademe öğrencilerinin imlâ kurallarını kullanma düzeyleri üzerine bir değerlendirme. Milli Eğitim, 171, 140-155. Retrieved from http://dhgm.meb.gov.tr
Beck, A. J. (2002). Parental involvement in the development of young writers. Childhood Education, 79(1), 48-50. Retrieved from https://search.proquest. com/openview/e1b6dd0ecc0d56aa0be34f62b6eb33f4/1?pqorigsite=gscholar&cbl=41055
Bromley, K. (2007). Best practices in teaching writing. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243-263). New York: The Guilford Press.
Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Electronic Journal of Elementary Education, 10(2), 281–285. http://dx.doi.org/10.26822/iejee.2017236123
Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
Camacho, A., and Alves, R.A. (2017). Fostering parental involvement in writing: development and testing of the program Cultivating Writing. Read Writ 30, 253–277. https://doi.org/10.1007/s11145-016-9672-6
Chalk, J. C., Hagan-Burke, S., and Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning disability Quarterly, 28, 75-87. Retrieved from https://files.eric.ed.gov/fulltext/EJ710418.pdf
Chansa-Kabali, T. (2017). Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia. South African Journal of Childhood Education 7(1), a523. https://doi.org/10.4102/sajce.v7i1.523
Chen, Z.H., and Liu, W. Y. (2019). A six-stage story structure approach for elementary students’ story production: quality, interest, and attitude. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2019.1688354
Chihak, J. (2000). Success is in the details: Publishing to validate elementary authors. Language Arts, 76(6), 491–499. Retrieved from https://www.jstor.org/stable/ 41483011
Clark, C., and Douglas, J. (2011). Young people’s reading and writing: An in-depth study focusing on enjoyment, behaviour, attitudes and attainment. London: National Literacy Trust.
Cohen, J. (2007). Statistical power analysis for the behavioral sciences. New York: Academic Press.
Compton-Lilly, C. (2009). Listening to families over time: Seven lessons learned about literacy in families. Language Arts, 86(6), 483-493. Retrieved from https://www.jstor.org/stable/41483574
Cremin, T., Goouch, L., Blakemore, L., Goff, E., and Macdonald, R. (2006). Connecting drama and writing: seizing the moment to write. Research in Drama Education, 11(3), 273-291. https://doi.org/10.1080/13569780600900636
Cutler, L., and Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907–919. doi: 10.1037/a0012656 Çepni, S. (2012). Araştırma ve proje çalışmalarına giriş (6. b.). Trabzon: Celepler Matbaacılık.
De Smedt, F., and Van Keer, H. (2018). Fostering writing in upper primary grades: A study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing, 31(2), 325-354. https://doi.org/10.1007/s11145-017-9787-4
DeFauw, D. L. (2017). Writing with parents in response to picture book read alouds. Reading Horizons: A Journal of Literacy and Language Arts, 56(2), 22-41. Retrieved from https://scholarworks. wmich.edu/reading_horizons/vol56/iss2/3
DeJarnette, N.K. (2008). Effect of the 6+1 trait writing model on student writing achievement (Doctoral Thesis). Liberty University, Lynchburg. . Retrieved from https://search.proquest.com (UMI Number: 3336558)
del Rosario Barillas, M. (2000). Literacy at home: Honoring parent voices through writing. The Reading Teacher, 54(3), 302-308. Retrieved from https://www.jstor. org/stable/20204908
Dunsmuir, S., and Blatchford, P. (2004). Predictors of writing competence in 4- to 7-year-old children. British Journal of Educational Psychology, 74, 461-483. doi: 10.1348/0007099041552323
Duran, E., ve Özdil, Ş. (2020). İlkokul dördüncü sınıf öğrencilerinin bilgilendirici metin yazma beceri düzeylerinin belirlenmesi. Okuma Yazma Eğitimi Araştırmaları, 8(1), 21-31. https://doi.org/10.35233/oyea.696288
Durmuş, B., Yurtkoru, E. S., ve Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi (5. b.). İstanbul: Beta.
Edwards, A., and Warin, J. (1999). Parental involvement in raising achievement of primary pupils: Why bother? Oxford Review of Education, 25(3), 325-341. Retrieved from https://www.jstor.org/stable/ 1050924
Erdoğan, Ö. (2012). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatım becerisine ve yazmaya ilişkin tutuma etkisi (Doktora tezi). Yükseköğretim Kurulu Başkanlığı Tez Merkezi’nden alınmıştır. (Tez No. 315062)
Esen Aygün, H. (2019). Okuma-yazma bilerek ilkokula başlayan öğrencilerin akademik ve sosyal gelişimlerinin öğretmen görüşlerine göre incelenmesi. Ana Dili Eğitimi Dergisi, 7(3), 663-687. https://www.anadiliegitimi.com/tr/ download/article-file/774702 adresinden alınmıştır.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th. ed.). London: Sage.
Finlayson, K., and McCrudden, M. T. (2019). Teacher implemented self-regulated strategy development for story writing with 6-year-olds in a whole-class setting in New Zealand. Journal of Research in Childhood Education, 33(2), 307-322. doi:10.1080/02568543.2019.1568328
Fleischer, C., and Pavlock, K. C. (2012). Inviting parents in: Expanding our community base to support writing. English Journal, 101(4), 29-36. Retrieved from https://www.jstor.org/stable/41415470
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). New York: Mc Graw Hill Education.
Gold, M. (2014). Exploring metacognitive development in the context of peer assisted writing using on-line and off-line methods (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 1780250304)
Gill, B. P., and Schlossman, S. L. (2003). Parents and the politics of homework: Some historical perspectives. Teachers College Record, 105(5), 846-871. doi: 10.1111/1467-9620.00270
Graham, S., Daley, S. G., Aitken, A. A., Harris, K. R., and Robinson, K. H. (2018). Do writing motivational beliefs predict middle school students’ writing performance? Journal of Research in Reading, 41(4), 642–656. doi:10.1111/1467-9817.12245
Graham, S., and Harris, K.R. (2005). Writing better: Effective strategies for teaching students with learning difficulties (1st ed.). Maryland: Paul H. Brooes.
Graham, S., Harris, K. R., Mason, L., Fink, B., Moran, S., and Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Read Writ, 21, 49-69. doi:10.1007/s11145-007-9064-z
Graham, S., and Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescent middle and high school- A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Güneş, F. (2016). Türkçe öğretimi yaklaşımlar ve modeller (4. baskı). Ankara: Pegem Akademi.
Hancock, C. L. (2020). Fostering shared decisions to promote literacy: Strategies for talking with families. Michigan Reading Journal, 52(3), 43-53. Retrieved from https://scholarworks.gvsu.edu/mrj/vol52/iss3/7
Hill, P., and Crevola, C. (1999). Key features of a whole-school design approach to teaching literacy. Retrieved from http://www.eduweb.vic.gov.au/edulibrary /public/teachlearn/student/hillcrev.pdf
Huber, S.G., and Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises-reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237-270. https://doi.org/10.1007/s11092-020-09322-y
Hughes, C. (2020). Some implications of COVID-19 or remote learning and the future of schooling. Current and Critical Issues in Curriculum, Learning and Assessment, 36, 3-17. Retrieved from https://unesdoc.unesco.org/ark:/48223/ pf0000373229?locale=en
Hyland, F., and Hyland, K. (2002). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. Retrieved from http://hdl.handle.net/10722/57356
Kilmen, S. (2015). Eğitim araştırmacılar için SPSS uygulamalı istatistik. Ankara: Edge Akademi.
Kim, S., and Song, K. H. (2019). Designing a community translanguaging space within a family literacy project. The Reading Teacher, 73(3), 267-279. https://doi.org/10.1002/trtr.1820
Lam, S.S.T., Au, R.K.C., Leung, H.W.H., and Li-Tsang, C.V.P. (2011). Chinese handwriting performance of primary school children with dyslexia. Research in Developmental Disabilities, 32, 1745-1756. doi: 10.1016/j.ridd.2011.03.001
Lee, J. (2013). Can writing attitudes and learning behavior overcome gender difference in writing? Evidence from NAEP. Written Communication, 30(2), 164–193. doi:10.1177/0741088313480313
McClay, J. K., Peterson, S. S., and Nixon, R. (2012). Parents and communities as partners in teaching writing in Canadian middle grades classrooms: Teachers engage the support of parents and their communities for writing instruction. Middle School Journal, 44(1), 44-52. https://doi.org/10.1080/00940771.2012. 11461838
McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (2nd ed.). United States: Cambridge University Press.
Moorhouse, B. L., and Beaumont, A. M. (2020). Involving parents in their children’s school-based English language writing using digital learning. RELC Journal, 51(2), 259-267. https://doi.org/10.1177/0033688219859937
Müldür, M. (2017). Öz-düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi (Doktora tezi). Yükseköğretim Kurulu Başkanlığı Tez Merkezi’nden alınmıştır. (Tez No. 461461)
Neumann, M. M., Hood, M., and Ford, R. M. (2012). Mother-child joint writing in an environmental print setting: Relations with emergent literacy. Early Child Development and Care, 182(10), 1349-1369. https://doi.org/10.1080/03004430. 2011.615928
Ngorosho, D. (2011). Reading and writing ability in relation to home environment: A study in primary education in Rural Tanzania. Child Indicators Research, 4, 369-388. https://doi.org/10.1007/s12187-010-9089-8
Niklas, F., and Schneider, W. (2015). With a little help: Improving children’s vocabulary by enhancing the home literacy environment. Reading and Writing: An Interdisciplinary Journal, 28, 491-508. https://doi.org/10.1007/s11145-014-9534-z
Özkara, Y. (2007). 6+1 analitik yazma ve değerlendirme modelinin 5. sınıf öğrencilerinin hikâye edici metin yazma becerilerini geliştirmeye etkisi (Doktora tezi). Yükseköğretim Kurulu Başkanlığı Tez Merkezi’nden alınmıştır. (Tez No. 206907)
Robins, S., and Treiman, R. (2009). Talking about writing: What we can learn from conversations between parents and their young children. Applied Psycholinguistics, 30, 463-484. doi: 10.1017/ S0142716409090237
Pritchard, R. J., and Honeycutt, R. L. (2007). Best practices in implementing a process approach to teaching writing. In S. Graham, C. A. MacArthur, J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 28-49). New York: Guildford.
Salahu-Din, D., Persky, H., and Miller, J. (2008). The nation's report card: Writing 2007. National Assessment of Educational Progress at Grades 8 and 12: National, state, and trial urban district results (NCES 2008-468). Washington, DC: Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2007/2008468.pdf
Sanders Reio, J., Alexander, P. A., Reio, T. G., and Newmana, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance? Learning and Instruction, 33, 1-11. https://doi.org/10.1016/j.learninstruc.2014.02.001
Saran, S. (2020). Technology: Digital Epiphany? COVID-19 and Our Tech Futures. In Insight Report Challenges and Opportunities in the Post-COVID-19 World (pp. 24–27). Geneva: World Economic Forum. Retrieved from www.weforum.org.
Sarı, T., and Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Journal of Turkish Studies, 15(4), 959-975. https://dx.doi.org/ 10.7827/TurkishStudies.44335
Sarikaya, İ. (2021). Teaching writing in emergency distance education: The case of primary school teachers. International Journal of Curriculum and Instruction, 13(2), 1923-1945. Retrieved from http://ijci.wcciinternational.org/index.php/ IJCI/article/view/676/343
Sarikaya, İ., and Yılar, Ö. (2021). Exploring self-regulation skills in the context of peer assisted writing: Primary school students’ sample, Reading & Writing Quarterly. Advance online publication. https://doi.org/10.1080/10573569. 2020.1867677
Sarikaya, İ., ve Yılar, Ö. (2018). 6+1 analitik yazma ve değerlendirme ölçeğinin uyarlanması: Güvenirlik ve geçerlik çalışması. 27. Uluslararası Eğitim Bilimleri Kongresi: Değişen Dünyada Eğitim içinde (ss.497-503). doi: 10.14527/9786052414743
Sarikaya, İ., and Yılar, Ö. (2019). The impact of peer-assisted writing on 4th graders’ writing achievement and performance: A pilot study. Journal of Mother Tongue Education, 7(4), 941-963. https://doi.org/10.16916/aded.589327
Schumacker, R. E., and Lomax, R. G. (2004). A beginner's guide to structural equation modeling. London: Psychology Press.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi. Ankara: Anı.
Sirem, Ö., and Baş, Ö. (2020). Distance education experiences of elementary school students with reading difficulties in Covid-19 process. Journal of Turkish Studies, 15(4), 993-1009. https://dx. doi.org/10.7827/TurkishStudies.43346
Skibbe, L. E., Bindman, S. W., Hindman, A. H., Aram, D., and Morrison, F. J. (2013). Longitudinal relations between parental writing support and preschoolers' language and literacy skills. Reading Research Quarterly, 48(4), 387–401. https://doi.org/10.1002/rrq.55
Susar-Kırmızı, F., ve Akkaya, N. (2009). Türkçe öğretimi programında yaşanan sorunlara ilişkin öğretmen görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25, 42-54. http://pauegitimdergi.pau.edu.tr/Makaleler/1472819559_ Fatma%20Susar%20K%C4%B1rm%C4%B1z%C4%B11%20,%20Nevin%20Akkaya2.pdf adresinden alınmıştır.
Tabachnick, B. G., and Fidell, L. S. (2013). Using multivariate statistics (6th ed.). United States: Pearson Education.
Tağa, T., ve Ünlü, S. (2013). Yazma eğitiminde karşılaşılan sorunlar üzerine bir inceleme. Turkish Studies, 8(8), 1285-1299. http://www.acarindex.com/ dosyalar/makale/acarindex-1423935129.pdf adresinden alınmıştır.
Taşkaya, S.M., and Yetkin, R. (2015). The opinions and solution suggestions of primary school teachers related to the writing problems of primary school 1-5. grades students. The Journal of Academic Social Science, 3(9), 157-169. doi: 10.16992/ASOS.483
Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. New Jersey: Pearson Education.
Troia, G. A., Shankland, R. K., and Wolbers, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading and Writing Quarterly, 28(1), 5-28. doi: 10.1080/10573569.2012.632729
Tschannen-Moran, M., and Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751-761. https://doi.org/10.1016/j.tate.2010.12.005
Tunks, K. W. (2010). Attitudes toward writing in fifth grade students preparing for state-mandated writing exam. International Journal of Applied Educational Studies, 8(1), 1–9.
Yaman, H., ve Karaarslan, F. (2013). Yazma becerisinin geliştirilmesinde beyin fırtınası tekniğinin etkililiği üzerine nitel bir araştırma. International Journal of Social Science, 6(6), 1195-1223. http://www.arastirmax.com adresinden alınmıştır.
Yıldırım, K., Ateş, S., ve Çetinkaya, F. Ç. (2016). Öğretmenlerin okuma ve yazma öğretimine yönelik öz yeterlilik algısı ölçeği’nin türkçe uyarlama çalışması. International Journal of Eurasia Social Sciences, 7(25), 258-270. http://www.ijoess.com/Makaleler/2146189320_15.%20258270%20Kas%c4%b1m%20Y%c4%b1ld%c4%b1r%c4%b1m.pdf
Yıldız, M. (2013). Yazma güçlüğü (Disgrafi) olan bir ilkokul 2. sınıf öğrencisinin el yazısı okunaklılığının geliştirilmesi: Eylem araştırması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 16, 281-310. https://doi.org/10.12780/UUSBD222
Zhang, W., Wang, Y., Yang, L., and Wang, C. (2020). Suspending clases without stopping learning: China’s education emergency managament policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Zimmerman, B. J., and Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101. doi:10.1006/ceps.1997.0919

The Effect of Writing with Family on Primary School Students' Writing Success and Attitudes

Yıl 2021, Cilt: 10 Sayı: 4, 1696 - 1720, 30.12.2021

İsmail Sarikaya

https://doi.org/10.30703/cije.901755

Cited By: 5

Öz

In this study, it was aimed to determine what effect writing with family has on the writing success and writing attitudes of primary school 4th graders. The study was designed in accordance with a quasi-experimental design. Cluster random sampling was used to determine the participants. The research was carried out with two groups of 4th graders (n=62) and their family, one of which is experimental and one is the control group. First of all, a training program was implemented for parents, and information and consultation meetings were held with parents every week. Families were trained in basic writing skills in primary school, feedback and corrections during the writing task, and analytic writing and evaluation, etc. Students' writing success and attitudes were measured at the beginning and end of the process. Permanence measurements were made within the 4th week following the end of the intervention of writing with families. The intervention was continued for 10 weeks. Descriptive and predictive statistics were used in data analysis. The data were compared both within and between groups. The findings show that the intervention caused a significant and positive change in the writing success and writing attitudes of the participants. In addition, the findings reveal that the experimental group has become more advantageous than the control group in terms of writing success scores and attitudes. With this study, it was aimed to reveal the effect of writing with families in teaching writing. In this direction, it can be recommended teachers and field experts to activate families and establish effective communication during teaching writing.

Anahtar Kelimeler

Writing with family, writing success, writing attitude, primary school students, parental involvement

Kaynakça

Akarsu, B. (2015). Hipotezlerin, değişkenlerin ve örneklemin belirlenmesi. M. Metin. (Ed.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri içinde (2. b., ss. 21-43). Ankara: Pegem Akademi.
Akman, E. (2015). Osmanlı’dan günümüze Türkiye’de ilkokuma ve yazma öğretimi. Ö. Yılar (Ed.), İlkokuma ve yazma öğretimi içinde (ss. 137-153). Ankara: Pegem Akademi.
Akyol, H. ve Kuralbayeva, A. (2021). Kazakistan ve Türkiye’deki 1. sınıf ana dil öğretim ders kitaplarının karşılaştırılması. Bilig, 97, 109-136. https://doi.org/ 10.12995/bilig.9705
Allal, L. (2018). Learning to write: Observation, modeling, and interaction in the classroom. Contribution to a special issue in honor of Gert Rijlaarsdam Making Connections: Studies of Language and Literature Education. L1-Educational Studies in Language and Literature, 18, 1-10. doi: 10.17239/L1ESLL-2018.18.03.02
Allen-Wriggle, N. (2011). The impact of the write from the beginning program on grade 2 writing achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations ve Theses Global. (UMI No:904137145)
Anderson, J. (2020). The coronavirus pandemic is reshaping education. Quartz. Retrieved from https://qz.com/1826369/how-coronavirus-is-changing-education/
Aram, D., Most, T., and Mayafit, H. (2006). Contributions of motherchild storybook telling and joint writing to literacy development in kindergarten with hearing loss. Language, Speech, and Hearing Services in Schools, 37(3), 209–223. Retrieved from http://www.be-portal.org/Media/Uploads/mother_child_storybook_ telling.pdf
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barone, D. (2011). Welcoming families: A parent literacy project in a linguistically rich, high-poverty school. Early Childhood Education Journal, 38, 377-384. http://dx.doi.org/10.1007/s10643-010-0424-y
Bayraktar, A., and Okvuran, A. (2012). Improving students' writing through creative drama. Procedia-Social and Behavioral Sciences, 51, 662-665. https://doi.org/10.1016/j.sbspro.2012.08.220
Bayram, Y., ve Erdemir, A. (2006). Amasya’daki ilköğretim ikinci kademe öğrencilerinin imlâ kurallarını kullanma düzeyleri üzerine bir değerlendirme. Milli Eğitim, 171, 140-155. Retrieved from http://dhgm.meb.gov.tr
Beck, A. J. (2002). Parental involvement in the development of young writers. Childhood Education, 79(1), 48-50. Retrieved from https://search.proquest. com/openview/e1b6dd0ecc0d56aa0be34f62b6eb33f4/1?pqorigsite=gscholar&cbl=41055
Bromley, K. (2007). Best practices in teaching writing. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243-263). New York: The Guilford Press.
Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Electronic Journal of Elementary Education, 10(2), 281–285. http://dx.doi.org/10.26822/iejee.2017236123
Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
Camacho, A., and Alves, R.A. (2017). Fostering parental involvement in writing: development and testing of the program Cultivating Writing. Read Writ 30, 253–277. https://doi.org/10.1007/s11145-016-9672-6
Chalk, J. C., Hagan-Burke, S., and Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning disability Quarterly, 28, 75-87. Retrieved from https://files.eric.ed.gov/fulltext/EJ710418.pdf
Chansa-Kabali, T. (2017). Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia. South African Journal of Childhood Education 7(1), a523. https://doi.org/10.4102/sajce.v7i1.523
Chen, Z.H., and Liu, W. Y. (2019). A six-stage story structure approach for elementary students’ story production: quality, interest, and attitude. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2019.1688354
Chihak, J. (2000). Success is in the details: Publishing to validate elementary authors. Language Arts, 76(6), 491–499. Retrieved from https://www.jstor.org/stable/ 41483011
Clark, C., and Douglas, J. (2011). Young people’s reading and writing: An in-depth study focusing on enjoyment, behaviour, attitudes and attainment. London: National Literacy Trust.
Cohen, J. (2007). Statistical power analysis for the behavioral sciences. New York: Academic Press.
Compton-Lilly, C. (2009). Listening to families over time: Seven lessons learned about literacy in families. Language Arts, 86(6), 483-493. Retrieved from https://www.jstor.org/stable/41483574
Cremin, T., Goouch, L., Blakemore, L., Goff, E., and Macdonald, R. (2006). Connecting drama and writing: seizing the moment to write. Research in Drama Education, 11(3), 273-291. https://doi.org/10.1080/13569780600900636
Cutler, L., and Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907–919. doi: 10.1037/a0012656 Çepni, S. (2012). Araştırma ve proje çalışmalarına giriş (6. b.). Trabzon: Celepler Matbaacılık.
De Smedt, F., and Van Keer, H. (2018). Fostering writing in upper primary grades: A study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing, 31(2), 325-354. https://doi.org/10.1007/s11145-017-9787-4
DeFauw, D. L. (2017). Writing with parents in response to picture book read alouds. Reading Horizons: A Journal of Literacy and Language Arts, 56(2), 22-41. Retrieved from https://scholarworks. wmich.edu/reading_horizons/vol56/iss2/3
DeJarnette, N.K. (2008). Effect of the 6+1 trait writing model on student writing achievement (Doctoral Thesis). Liberty University, Lynchburg. . Retrieved from https://search.proquest.com (UMI Number: 3336558)
del Rosario Barillas, M. (2000). Literacy at home: Honoring parent voices through writing. The Reading Teacher, 54(3), 302-308. Retrieved from https://www.jstor. org/stable/20204908
Dunsmuir, S., and Blatchford, P. (2004). Predictors of writing competence in 4- to 7-year-old children. British Journal of Educational Psychology, 74, 461-483. doi: 10.1348/0007099041552323
Duran, E., ve Özdil, Ş. (2020). İlkokul dördüncü sınıf öğrencilerinin bilgilendirici metin yazma beceri düzeylerinin belirlenmesi. Okuma Yazma Eğitimi Araştırmaları, 8(1), 21-31. https://doi.org/10.35233/oyea.696288
Durmuş, B., Yurtkoru, E. S., ve Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi (5. b.). İstanbul: Beta.
Edwards, A., and Warin, J. (1999). Parental involvement in raising achievement of primary pupils: Why bother? Oxford Review of Education, 25(3), 325-341. Retrieved from https://www.jstor.org/stable/ 1050924
Erdoğan, Ö. (2012). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatım becerisine ve yazmaya ilişkin tutuma etkisi (Doktora tezi). Yükseköğretim Kurulu Başkanlığı Tez Merkezi’nden alınmıştır. (Tez No. 315062)
Esen Aygün, H. (2019). Okuma-yazma bilerek ilkokula başlayan öğrencilerin akademik ve sosyal gelişimlerinin öğretmen görüşlerine göre incelenmesi. Ana Dili Eğitimi Dergisi, 7(3), 663-687. https://www.anadiliegitimi.com/tr/ download/article-file/774702 adresinden alınmıştır.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th. ed.). London: Sage.
Finlayson, K., and McCrudden, M. T. (2019). Teacher implemented self-regulated strategy development for story writing with 6-year-olds in a whole-class setting in New Zealand. Journal of Research in Childhood Education, 33(2), 307-322. doi:10.1080/02568543.2019.1568328
Fleischer, C., and Pavlock, K. C. (2012). Inviting parents in: Expanding our community base to support writing. English Journal, 101(4), 29-36. Retrieved from https://www.jstor.org/stable/41415470
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). New York: Mc Graw Hill Education.
Gold, M. (2014). Exploring metacognitive development in the context of peer assisted writing using on-line and off-line methods (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 1780250304)
Gill, B. P., and Schlossman, S. L. (2003). Parents and the politics of homework: Some historical perspectives. Teachers College Record, 105(5), 846-871. doi: 10.1111/1467-9620.00270
Graham, S., Daley, S. G., Aitken, A. A., Harris, K. R., and Robinson, K. H. (2018). Do writing motivational beliefs predict middle school students’ writing performance? Journal of Research in Reading, 41(4), 642–656. doi:10.1111/1467-9817.12245
Graham, S., and Harris, K.R. (2005). Writing better: Effective strategies for teaching students with learning difficulties (1st ed.). Maryland: Paul H. Brooes.
Graham, S., Harris, K. R., Mason, L., Fink, B., Moran, S., and Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Read Writ, 21, 49-69. doi:10.1007/s11145-007-9064-z
Graham, S., and Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescent middle and high school- A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Güneş, F. (2016). Türkçe öğretimi yaklaşımlar ve modeller (4. baskı). Ankara: Pegem Akademi.
Hancock, C. L. (2020). Fostering shared decisions to promote literacy: Strategies for talking with families. Michigan Reading Journal, 52(3), 43-53. Retrieved from https://scholarworks.gvsu.edu/mrj/vol52/iss3/7
Hill, P., and Crevola, C. (1999). Key features of a whole-school design approach to teaching literacy. Retrieved from http://www.eduweb.vic.gov.au/edulibrary /public/teachlearn/student/hillcrev.pdf
Huber, S.G., and Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises-reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237-270. https://doi.org/10.1007/s11092-020-09322-y
Hughes, C. (2020). Some implications of COVID-19 or remote learning and the future of schooling. Current and Critical Issues in Curriculum, Learning and Assessment, 36, 3-17. Retrieved from https://unesdoc.unesco.org/ark:/48223/ pf0000373229?locale=en
Hyland, F., and Hyland, K. (2002). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. Retrieved from http://hdl.handle.net/10722/57356
Kilmen, S. (2015). Eğitim araştırmacılar için SPSS uygulamalı istatistik. Ankara: Edge Akademi.
Kim, S., and Song, K. H. (2019). Designing a community translanguaging space within a family literacy project. The Reading Teacher, 73(3), 267-279. https://doi.org/10.1002/trtr.1820
Lam, S.S.T., Au, R.K.C., Leung, H.W.H., and Li-Tsang, C.V.P. (2011). Chinese handwriting performance of primary school children with dyslexia. Research in Developmental Disabilities, 32, 1745-1756. doi: 10.1016/j.ridd.2011.03.001
Lee, J. (2013). Can writing attitudes and learning behavior overcome gender difference in writing? Evidence from NAEP. Written Communication, 30(2), 164–193. doi:10.1177/0741088313480313
McClay, J. K., Peterson, S. S., and Nixon, R. (2012). Parents and communities as partners in teaching writing in Canadian middle grades classrooms: Teachers engage the support of parents and their communities for writing instruction. Middle School Journal, 44(1), 44-52. https://doi.org/10.1080/00940771.2012. 11461838
McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (2nd ed.). United States: Cambridge University Press.
Moorhouse, B. L., and Beaumont, A. M. (2020). Involving parents in their children’s school-based English language writing using digital learning. RELC Journal, 51(2), 259-267. https://doi.org/10.1177/0033688219859937
Müldür, M. (2017). Öz-düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi (Doktora tezi). Yükseköğretim Kurulu Başkanlığı Tez Merkezi’nden alınmıştır. (Tez No. 461461)
Neumann, M. M., Hood, M., and Ford, R. M. (2012). Mother-child joint writing in an environmental print setting: Relations with emergent literacy. Early Child Development and Care, 182(10), 1349-1369. https://doi.org/10.1080/03004430. 2011.615928
Ngorosho, D. (2011). Reading and writing ability in relation to home environment: A study in primary education in Rural Tanzania. Child Indicators Research, 4, 369-388. https://doi.org/10.1007/s12187-010-9089-8
Niklas, F., and Schneider, W. (2015). With a little help: Improving children’s vocabulary by enhancing the home literacy environment. Reading and Writing: An Interdisciplinary Journal, 28, 491-508. https://doi.org/10.1007/s11145-014-9534-z
Özkara, Y. (2007). 6+1 analitik yazma ve değerlendirme modelinin 5. sınıf öğrencilerinin hikâye edici metin yazma becerilerini geliştirmeye etkisi (Doktora tezi). Yükseköğretim Kurulu Başkanlığı Tez Merkezi’nden alınmıştır. (Tez No. 206907)
Robins, S., and Treiman, R. (2009). Talking about writing: What we can learn from conversations between parents and their young children. Applied Psycholinguistics, 30, 463-484. doi: 10.1017/ S0142716409090237
Pritchard, R. J., and Honeycutt, R. L. (2007). Best practices in implementing a process approach to teaching writing. In S. Graham, C. A. MacArthur, J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 28-49). New York: Guildford.
Salahu-Din, D., Persky, H., and Miller, J. (2008). The nation's report card: Writing 2007. National Assessment of Educational Progress at Grades 8 and 12: National, state, and trial urban district results (NCES 2008-468). Washington, DC: Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2007/2008468.pdf
Sanders Reio, J., Alexander, P. A., Reio, T. G., and Newmana, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance? Learning and Instruction, 33, 1-11. https://doi.org/10.1016/j.learninstruc.2014.02.001
Saran, S. (2020). Technology: Digital Epiphany? COVID-19 and Our Tech Futures. In Insight Report Challenges and Opportunities in the Post-COVID-19 World (pp. 24–27). Geneva: World Economic Forum. Retrieved from www.weforum.org.
Sarı, T., and Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Journal of Turkish Studies, 15(4), 959-975. https://dx.doi.org/ 10.7827/TurkishStudies.44335
Sarikaya, İ. (2021). Teaching writing in emergency distance education: The case of primary school teachers. International Journal of Curriculum and Instruction, 13(2), 1923-1945. Retrieved from http://ijci.wcciinternational.org/index.php/ IJCI/article/view/676/343
Sarikaya, İ., and Yılar, Ö. (2021). Exploring self-regulation skills in the context of peer assisted writing: Primary school students’ sample, Reading & Writing Quarterly. Advance online publication. https://doi.org/10.1080/10573569. 2020.1867677
Sarikaya, İ., ve Yılar, Ö. (2018). 6+1 analitik yazma ve değerlendirme ölçeğinin uyarlanması: Güvenirlik ve geçerlik çalışması. 27. Uluslararası Eğitim Bilimleri Kongresi: Değişen Dünyada Eğitim içinde (ss.497-503). doi: 10.14527/9786052414743
Sarikaya, İ., and Yılar, Ö. (2019). The impact of peer-assisted writing on 4th graders’ writing achievement and performance: A pilot study. Journal of Mother Tongue Education, 7(4), 941-963. https://doi.org/10.16916/aded.589327
Schumacker, R. E., and Lomax, R. G. (2004). A beginner's guide to structural equation modeling. London: Psychology Press.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi. Ankara: Anı.
Sirem, Ö., and Baş, Ö. (2020). Distance education experiences of elementary school students with reading difficulties in Covid-19 process. Journal of Turkish Studies, 15(4), 993-1009. https://dx. doi.org/10.7827/TurkishStudies.43346
Skibbe, L. E., Bindman, S. W., Hindman, A. H., Aram, D., and Morrison, F. J. (2013). Longitudinal relations between parental writing support and preschoolers' language and literacy skills. Reading Research Quarterly, 48(4), 387–401. https://doi.org/10.1002/rrq.55
Susar-Kırmızı, F., ve Akkaya, N. (2009). Türkçe öğretimi programında yaşanan sorunlara ilişkin öğretmen görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25, 42-54. http://pauegitimdergi.pau.edu.tr/Makaleler/1472819559_ Fatma%20Susar%20K%C4%B1rm%C4%B1z%C4%B11%20,%20Nevin%20Akkaya2.pdf adresinden alınmıştır.
Tabachnick, B. G., and Fidell, L. S. (2013). Using multivariate statistics (6th ed.). United States: Pearson Education.
Tağa, T., ve Ünlü, S. (2013). Yazma eğitiminde karşılaşılan sorunlar üzerine bir inceleme. Turkish Studies, 8(8), 1285-1299. http://www.acarindex.com/ dosyalar/makale/acarindex-1423935129.pdf adresinden alınmıştır.
Taşkaya, S.M., and Yetkin, R. (2015). The opinions and solution suggestions of primary school teachers related to the writing problems of primary school 1-5. grades students. The Journal of Academic Social Science, 3(9), 157-169. doi: 10.16992/ASOS.483
Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. New Jersey: Pearson Education.
Troia, G. A., Shankland, R. K., and Wolbers, K. A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading and Writing Quarterly, 28(1), 5-28. doi: 10.1080/10573569.2012.632729
Tschannen-Moran, M., and Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751-761. https://doi.org/10.1016/j.tate.2010.12.005
Tunks, K. W. (2010). Attitudes toward writing in fifth grade students preparing for state-mandated writing exam. International Journal of Applied Educational Studies, 8(1), 1–9.
Yaman, H., ve Karaarslan, F. (2013). Yazma becerisinin geliştirilmesinde beyin fırtınası tekniğinin etkililiği üzerine nitel bir araştırma. International Journal of Social Science, 6(6), 1195-1223. http://www.arastirmax.com adresinden alınmıştır.
Yıldırım, K., Ateş, S., ve Çetinkaya, F. Ç. (2016). Öğretmenlerin okuma ve yazma öğretimine yönelik öz yeterlilik algısı ölçeği’nin türkçe uyarlama çalışması. International Journal of Eurasia Social Sciences, 7(25), 258-270. http://www.ijoess.com/Makaleler/2146189320_15.%20258270%20Kas%c4%b1m%20Y%c4%b1ld%c4%b1r%c4%b1m.pdf
Yıldız, M. (2013). Yazma güçlüğü (Disgrafi) olan bir ilkokul 2. sınıf öğrencisinin el yazısı okunaklılığının geliştirilmesi: Eylem araştırması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 16, 281-310. https://doi.org/10.12780/UUSBD222
Zhang, W., Wang, Y., Yang, L., and Wang, C. (2020). Suspending clases without stopping learning: China’s education emergency managament policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Zimmerman, B. J., and Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101. doi:10.1006/ceps.1997.0919

Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma Makalesi
Yazarlar	İsmail Sarikaya 0000-0002-4870-8345
Yayımlanma Tarihi	30 Aralık 2021
Yayımlandığı Sayı	Yıl 2021Cilt: 10 Sayı: 4

Kaynak Göster

APA	Sarikaya, İ. (2021). Aile ile Birlikte Yazmanın İlkokul Öğrencilerinin Yazma Başarı ve Tutumlarına Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 10(4), 1696-1720. https://doi.org/10.30703/cije.901755