Correcting primary school students' writing errors: An action research

Writing, which is one of the basic language skills, is one of the most effective and permanent communication tools used. In order for people to understand their writing skills correctly and without errors, the legibility and form of the text should be understandable as well as the content. Therefore, it is very important for the text to be free of errors in terms of legibility and meaning. Writing errors can be examined in different dimensions. Typing error includes many elements such as legibility, letter format, letter skipping, letter mixing, size, slope, space and line tracking, punctuation marks, misspelling the word, spelling errors. It has been observed that many errors can be made with writing, the foundation of which was laid in the first grade of primary education, as the grade level increases, writing accurately, fast and the content of the writing comes to the fore. Observing the errors in the process prevents the permanence of the errors. In this process, teachers should observe students and provide immediate feedback to students by planning activities that will help correct errors. The aim of the research is to correct the writing errors of primary school students with certain activities and methods and to progress to the following grade levels by clearing these errors. Recognizing and correcting writing errors at the basic education level can enable the individual to write correctly and beautifully in the following grade levels and afterwards. In the study, an action research model was used as one of the qualitative research patterns, and the data were analyzed by content analysis. Students who are in the second year of primary school and have writing problems were determined as the study group. The writing documents of the students were revealed with the error detection report. An action plan has been prepared to eliminate these errors and improve the legibility of the text. At the end of the process, the writing samples of the students were examined again and their writing lines and developments were analyzed. After the activities applied to correct the writing errors, the pre- and post-application studies of the participants were examined. As a result of this detailed examination, it was concluded that there was a noticeable increase in the elimination of the writing difficulties of the participants. Keywords: Primary School, Writing Errors, Action Study