Kelime Tanıma Etkinlikleriyle Yapılan İlk Okuma Yazma Öğretiminin Farklı Okuryazarlık Becerilerine Etkisi

Abstract

The purpose of this research is to examine the effect of word recognition activities conducted with first-grade primary school students in the process of teaching reading and writing on financial, visual, and critical literacy skills. The study group consists of 80 first-grade students in Düzce. The research design used in the study is a quasi-experimental design with pre-tests and post-tests, including control groups. The interventions in the study lasted for 10 weeks. Data were collected using pictorially prepared financial, visual, and critical literacy concept tests and corresponding literacy scales. In the pre-test, there was no significant difference between the experimental and control groups in terms of financial, visual and critical literacy. When comparing the post-test scores of two groups in the pictorial literacy concept test, no significant difference was found in financial and critical literacy types, while a significant difference in favor of the control group was found in the visual literacy type. Additionally, there was a significant difference in favor of the experimental group between the pre-test and post-test scores of the experimental group students in the pictorial literacy concept tests. According to the other results obtained, the findings from the pictorial financial, visual, and critical literacy concept tests and the results from the financial, visual, and critical literacy scales were found to support each other. Based on these results, researchers should develop literacy scales for first-grade students, teachers should relate literacy skills with word recognition activities, and parents should support the development of their children's literacy skills.