Identification of teachers opinions regarding the application of the first read-write curriculum (2005) in the first grade Turkish lesson

The target of the study is to identify what the form masters think about the application of the first read-write curriculum (2005) in the first grade Turkish lesson. The target population of the study includes form masters working in the centres of Balıkesir and Sındırgı in 2011-2012 academic year. It has been benefited from a survey consisting of 56 items as a data collection tool. In the process of data analysis, SPSS 13.0 programme has been used.The form masters have the opinion that the new curriculum provides a permanent learning and enhances the learning rate, that it relieves the students of being passive and makes them active and that it is initiated early to read by this curriculum and it is reached the correct syllables while reading. Besides they think that the cursive handwriting increases the rate of writing more, that the sounds can be teached enjoyably by playing the games, that the teachers? books are sufficient to apply the new curriculum, that it is a great convenience to give teachers the first read-write schedule readily and it contributes efficiently the creativeness of teachers and students.According to the teachers, the activities for correct syllables developing the dictamen in the books are less, the number and scope of the student observation forms are more. As a means of the new programme, it can be helped the students who are advanced at reading and writing, and the use of handwriting are fundamental to genarate the students? own characters and then the preparatory works are essential to write since the students have different readiness levels. It is offered that it should be benefited from training technologies, that it should be held parents?meetings and cooperated with them so often, that there should be programme development specialists in schools in order that the teachers can understand and apply the curriculum better and also on-the-job training activities should be more.The opinions of the teachers about how the first read-write curriculum (2005) would be applied differ significantly by gender, seniority, operating status, the type of alma mater and the experience of mastering the first gradesKey words: Curriculum of the first read-write, Sound-based sentence method, Cursive handwriting