Abstract

In this research, literacy miscues and the solution offers are taken stock by teachers and parents. 50 first grade teachers and 50 parents form the study group of this qualitative action research. The teachers are the ones who claim that one or more of their students have literacy miscues and the parents are the students’ parents. Students’ notebooks were also used as different data sources. In order to eliminate slow oral reading problem, the students were asked to read simple and authentic tongue twisters. They also memorized some poems. The oral reading rate increased by 60%. To eliminate word skipping problem, word repetition technique was used. For students who confuse letters, the letters were colored in different tones. For the elimination of wrong spelling problem, open syllable technique was used. The students were asked to read and write simpler syllables. The amounts of the letters and syllables were increased gradually. The students were trained to see the whole sentence. For the elimination of using local accent in reading, the students were asked to read some texts loudly and the other students were asked to evaluate peers’ reading. Upon the incidents that the students used local accent in writing, their wrong spellings were colored and they were asked to rewrite those colored words. The same peer review technique was used again. After all, it was concluded that it is possible to solve all those problems in oral reading and hand writing.

Key words: Literacy teaching, primary Turkish lesson curriculum (1-5), oral reading miscues, spelling miscues