Teacher views on initial literacy instruction with the sound based sentence method

Abstract

Problem Situation: Literacy has an important place in people's academic and social life. The initial literacy process is important for both the learner and the teacher. There are several methods of teaching initial literacy. The new curricula that is being implemented in Turkey assumes the sound based sentence method in the teaching of reading and writing. This method has certain positive and negative effects on teachers, pupils and parents. Identifying and evaluating these effects may be useful in revealing the functioning of the sound based sentence method. Purpose of the Study: The study aimed to identify and evaluate the positive and negative aspects of using the sound based sentence method in the initial literacy process, according to the views of elementary first grade teachers. Method of the Study: In order to identify the views of first grade teachers on the sound based sentence method, the qualitative "single holistic case design" was used. This design is used to reveal whether or not an accepted situation works. Population and Sample: The population of the study comprises the first grade teachers from the elementary schools located in central Denizli. The sample was selected by using the "maximum variability sampling" method used in qualitative research. The participants were first grade teachers working at lower, middle and upper socioeconomic level elementary schools in central Denizli (n=41). Data Collection Instrument: In order to identify the views of first grade teachers on the sound based sentence method, a semi-structured interview form designed by the researchers was used. Content analysis was performed on the qualitative data set that emerged as a result of the interviews. Reliability was secured by examining the consistency between codes identified by two of the researchers. Data Collection and Analysis: Open coding was used for data analysis. Data obtained from teacher interviews were analyzed to reveal codes, which were then combined to form themes (categories). Findings and Results: The in-service SBSM training that teachers received was not satisfactory for them. Owing to their personal experience over the years, the teachers thought themselves adequate in SBSM. On the other hand, they believed SBSM reduced the speed of reading comprehension. Pupils have difficulty in joining up words and guidebooks do not meet regional needs. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu