Evaluation of the factors affecting the transition process of 1st grade students to reading and writing according to teachers 'views(example of Bingöl province)

The aim of this study is to evaluate the factors affecting the transition process of 1st grade students to reading and writing based on teachers' opinions and to make suggestions based on the results obtained. The screening model was used as the method. The population of the study consisted of 448 primary school teachers working in primary schools in Bingöl province center and villages. The whole universe was accepted as a sample. The scale developed by the researcher was used as the data collection tool. Five-point Likert-type scale was used. In the analysis of the data; Frequency (f), Percentage (%), Standard Deviation (SS), Arithmetic Mean (X ̅), t-test, One Way Anova, Tukey test, Mann-Whitney U, Kruskall Wallis H tests were applied. The most effective factor in the process of transition to reading and writing was found to be school and teacher. On the basis of factors, it was seen that "individual differences" and "school and teacher" factors were very high, "family" and "curriculum" factors were highly effective and "environment" factor was moderate. According to the gender variable, it was seen that female teachers found the family factor more effective in the process of transition to reading and writing compared to male teachers, but no significant difference was found in other factors. According to the age variable, it was seen that the teachers in the "25-30" age group and the teachers in the "36-40" age group found individual differences more effective in the process of transition to reading and writing than the teachers in the "41-45" age group. Similarly, it is seen that the teachers in the "25-30 "age group and the teachers in the "36-40" age group find the environmental factor more effective in the process of transition to reading and writing than the teachers in the "41-45" age group. According to the professional seniority variable, teachers in the "1-5 years" and "11-15 years" seniority groups found that individual differences were more effective in the process of transition to reading and writing than the teachers in the "16-20 years" seniority group. In addition, it was seen that teachers in the seniority groups "6-10 years" and "11-15 years" and "21-25 years" found the school and teacher factor more effective in the transition process to reading and writing than the teachers in the "26 years and over" seniority group. It was seen that the teachers who had class "31 and over d found the school and teacher factor more effective in the process of transition to reading and writing than the teachers whose class size was" 21-30 ". Transition to reading and writing according to the variable of frequency of first-grade teachers in terms of "family" and "school" and "teacher" dimensions of "1-4 years" and "5-9 years" first grade teachers, 10 years and older " "family" and "school" and "teacher" factors were found to be more effective. According to the variable of educational institution graduated, it was seen that teachers who graduated from "other" educational institutions thought that "family" factor was more effective in the process of transition to reading and writing than teachers who graduated from "educational institute" educational institutions. Suggestions were made based on the results reached. Keywords: Teaching Reading and Writing, Education Program, First Grade