Elimination of Writing Difficulty in Primary School: An Action Research

Abstract

The aim of this study is to develop applications for the elimination of writing difficulties of primary school second year students. For this purpose, the following questions will be answered: “What is the contribution of letter writing practices to the elimination of writing difficulties?”, “How does the practice of word writing contribute to the elimination of writing difficulties?”, “How does the practice of sentence writing contribute to the elimination of writing difficulties?”, “What is the contribution of text writing practices to the elimination of writing difficulties?”, “What is the persistence of the applications to eliminate writing difficulties?” In this research, qualitative model and action research design were used. The participants of this research were consisted of 6 students who were found to have writing problems among the second grade students. In the study, “Repeated Dictation and Motivation Practices” were used to eliminate the writing difficulties of the participants. Multidimensional Legibility Scale was used for data collection tool before and after the applications. When the findings of the study are taken into consideration, there is a positive increase in the elimination of the writing difficulties of the participants. It can be said that the Repeated Dictation and Motivation Practices applied in the study were successful. The practice of dictation which is used in practice is carried out repeatedly in terms of letters, words, sentences and text, and the contribution of the study group to the elimination of writing difficulties is significant. We can say that the motivation studies conducted during the research support the elimination of the writing difficulties of the students. One-to-one interviews with the students, motivating them continuously and receiving family support are also important factors for success.