The Analysis of first grade teachers` conceptions on the efficiency of analysis and phonics methods in teaching to read

Teaching to read is not only the basis of education system but also life long learning. On theother hand, the result of the research studies reveal that because of the missue or inefficiencyof methods or techniques used when teaching to read, it sometimes becomes unsuccessful. Inthis respect, first grade teachers? conceptions on the efficiency of teaching to read have a greatvalue.The present research study aims at identifying teachers? conceptions on the efficiency of thetwo methods: analysis and phonics, which are used with first grade pupils when teaching toread.This research is based on a survey test. The study is conducted in 15 Primary Ministry ofEducation Schools in Eskişehir in 2004-2005 academic year. 22 teachers were interviewed inthis study.The data of the study were collected via a semi structured interview, which is one of thequalitative research methods, in order to get indepth information. In the analysis of the data,descriptive analysis technique is used and the data is further discussed in numbers.The results indicate that analysis method is more appropriate than phonics method for firstgrade pupils with regard to their reading comprehension skills, speed in learning to read andwrite, cognitive development and individual differences. It is also determined that teachersface with some problems when applying either method. In phonics methods, teachers havedifficulties when teaching letters, sounds and syllables and learners have the anxiety that theywill not learn. The problems related to the application of analysis method include theinsufficient collaboration between school and parents, unawareness of parents, application ofdifferent methods in home and schools child?s being learned to read from family members,the people around of from television before starting schoos; inefficient professionalknowledge of teachers especially in the very first years of teaching, disinterested behavioursof school administrators, insufficient materials and crowded classes.