The evaluation of the literacy education with the sound based sentence method

The purpose of this study was to investigate the process of the first reading and writing education with the `sound based sentence method? (SBSM) in terms of teacher opinions. This is a descriptive study in which qualitative and quantitative data gathering techniques are used together. Qualitative data were obtained from a purposive convenience sample consisting of 7 first grade teachers from 4 schools, one from low, two from middle and one from high SES. Quantitative data were obtained from 172 first grade teachers working in 40 different primary schools in Adana, selected using a random cluster sampling method. Qualitative data was obtained by using the semi-structured interview forms developed by the researcher. Quantitative data were obtained by a survey (Evaluation of the Literacy Education Process with the Sound Based Sentence Method Survey) which is also developed by the researcher. The data obtained with interviews were analyzed by conducting content analysis. The data obtained by the surveys were analyzed by computing the frequencies and the percentages with a statistical package program (SPSS). In addition, whether the opinions of teachers differ or not according to the school?s SES they work, the classroom population, seniority and experience of literacy teaching was analyzed by chi square analysis. Both qualitative and quantitative results were discussed together. Results showed that the vast majority of the teachers evaluated the in-service training they attended and the book ?I?m Learning How to Read and Write? and the other sources about the method insufficient. Most of the teachers indicated that their students knew the phonics but had difficulty in combining them. And this problem was significantly related with the SES of the school. According to most of the teachers SBSM had decreased the speed of reading. The most important problem experienced in the dictation studies was the missing of the letters. Most of the teachers indicated that the students had difficulty in line exercises for italic handwriting studies. Teachers evaluated the student?s performance positively in terms of the aesthetic of the writing in both writing characters. Approximately 50 % of the teachers indicated that they have reached the goal of the program to achieve literacy at the end of the first semester. Reaching the goal of literacy achievement at the end of the first semester was found to be significantly related with the SES of the school and the population of the classroom. The small italic handwriting characters which the students had difficulty in writing were b, k, r, s, and ş, the big ones were D, H, L, S and Ş. Keywords: Sound Based Sentence Method, Italic Handwriting, Literacy, Teacher Opinions