The effectiveness of the visual story syllables method in primary literacy teaching (A new model proposal)

In this study, it is aimed to determine the efficiency of the Visual Story Syllables and Literacy Teaching (GHHOYÖ) Management, which was developed and recommended for the first literacy teaching during the Covid-19 pandemic, which affected the whole world in 2019, in the acquisition of literacy skills. For this purpose, the action research design, one of the qualitative research methods, is adopted in the study. The study group of the research consists of four students two of them could not continue face-to-face education since March due to the Covid-19 Pandemic that started in the first grade of primary school in the 2019-2020 academic year. Two other students had difficulty in acquiring literacy skills in the first grade in the 2020 and 2021 academic year but continued face-to-face education due to the covid-19 pandemic. It consists of four students, two of whom are unable to do so. It is organized as 40 individual sessions of 120 minutes within the scope of the Teaching of Reading and Writing with Visual Story Syllables (GHHOYÖ), which was proposed and implemented with 4 students within the scope of the research. On the basis of the program, there are syllable teaching activities with visual stories and literacy teaching activities more easily, without difficulty, willingly, and with understanding. The data obtained in the research vere analyzed with descriptive and content analysis techniques. As a result of the research, it was observed that three students within the scope of the research gained literacy skills between 18–25 sessions and a student between 38–40 sessions in the sessions of the Teaching of Reading and Writing with Visual Story Syllables (GHHOYÖ) Management developed and implemented by the researcher, who also interviewed parents to determine the strengths and weaknesses of the study and the change in the students' collected social validity data. As a result of the studies carried out, students learned to read and write more easily, without difficulty, and willingly. As a result, it was determined that this situation in which they gained confidence reflected positively on the behavior of the students. It is seen that the Program of Teaching Literacy with Visual Story Syllables (GHHOYÖ) developed and implemented in this study can be used as a new method as well as an important resource for teachers in the process of literacy acquisition in primary school in the Turkish education system.