Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.51, sa.236, ss.2871-2902, 2022 (Scopus)
© 2022,Milli Egitim. All Rights Reserved.With this research, it is aimed to compare the effectiveness of the sound-based sentence method and the sentence (analysis) method in the primary reading and writing teaching of students with dyslexia. In the quasi-experimental method, the quantitative approach was designed as a multiple probe model between subjects, one of the single-subject research models. The sample of the study consists of six special education students with a diagnosis of dyslexia at the level of second and third grade who continue their education in a special education and rehabilitation center in the 2017-2018 academic year. Subjects; were chosen from among the students who did not differ from each other in terms of learning levels and ages. Research data were collected with Literacy Rating Achievement Test and Literacy Skill Observation Form to determine students’ initiation and change levels in literacy activities. The data on the success of the students in two different primary reading and writing teaching were analyzed with graphics. As a result of the research, it was concluded that the sentence analysis method is more effective in reading and writing letters, syllables, words and sentences in students with dyslexia compared to the sound-based sentence method. Based on this result, sentence analysis method can be used in primary reading and writing teaching to students with dyslexia.