Analysis of Writings of Fourth-Grade Turkish-Speaking Students with Low Vision in Terms of Legibility and Spelling Errors

Autor/in	Aslan, Cem
Titel	Analysis of Writings of Fourth-Grade Turkish-Speaking Students with Low Vision in Terms of Legibility and Spelling Errors
Quelle	In: International Electronic Journal of Elementary Education, 14 (2021) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aslan, Cem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Grade 4; Elementary School Students; Visual Impairments; Spelling; Error Patterns; Turkish; Writing Skills; Gender Differences; Institutional Characteristics; Braille; Correlation; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Visual handicap; Sehbehinderung; Schreibweise; Fehlertyp; Türkisch; Writing skill; Schreibfertigkeit; Geschlechterkonflikt; Korrelation
Abstract	The purpose of this descriptive study is to analyze the writings of fourth-grade Turkish-speaking students with low vision in terms of legibility and spelling errors. The study is a general survey design and used the criterion sampling method. The study group consisted of 32 students with low vision. A Multidimensional Legibility Scale was used to evaluate students' writing legibility. The researcher developed a Spelling Error Evaluation Form to determine the spelling errors. The Mann-Whitney U test and a descriptive analysis were performed to analyze the study data. The findings of the study reveal that fourth-grade students' writings with low vision were generally not legible or were legible at a moderate level. In terms of spelling errors, it was observed that fourth-grade students with low vision made the most errors in letters, words, and spelling. Typing the letter smaller/ larger than the relevant range was the most frequent, and suffix (-ki) was the least misspelled. It was observed that fourth-grade students' legibility and spelling error scores with low vision did not differ according to the variables of gender, school type, and braille. Also, a significant and negative correlation between spelling errors and legibility scores was found. The findings are discussed within the framework of the relevant literature and presented some suggestions for future measures and research. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01