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In this study the attempt was made to determine the factors that affect meaningful reading through the phonetic based method. Research data was collected through document analysis, interviews and observation. In this study conducted in the 2012-2013 academic year; the data collection tools for the document analysis were as follows: a text book offered by the Board of Education and Discipline (TTK), a workbook chosen and used by home-room teachers working at a state-run school and worksheets prepared by the teacher at the same school were examined. In the document analysis process, opinions of Turkish experts were taken concerning the examined course materials for the relevance of the sentences used in these teaching materials, which were analyzed. Interviews were conducted with parents of randomly selected first graders attending a state–run school in Bolu. After the interviews 10 students having difficulties in learning to read and write were observed. As a result of this research it can be said that the student characteristics, the methods used in literacy teaching, the teacher as a practitioner of method and his/her teaching applications and the prepared course materials influenced the meaningful reading process.

Ses Temelli Cümle Yöntemi ile İlk Okuma Yazma Öğretiminde Anlamlı Okumayı Etkileyen Unsurlar