Analysis of the Writings of Fourth Grade Students with Low Vision in Terms of Legibility and Spelling Mistakes

Cem Aslan

Vol. 14 No. 1 (2021) IEJEE

Analysis of the Writings of Fourth Grade Students with Low Vision in Terms of Legibility and Spelling Mistakes

Cem Aslan

Published October 27, 2021 | Pages: 63-77 | Views: 432

Download PDF

SHARE

Abstract

This descriptive study, which aims to analyse the writings of fourth grade students with low vision in terms of legibility and spelling mistakes, is in a general survey design. The study group consisted of 32 students with low vision who were selected by criterion sampling method, one of the purposive sampling methods. In the study, Multidimensional Legibility Scale was used to evaluate the legibility of the writings of students with low vision, and Spelling Mistakes Evaluation Form developed by the researcher to determine the spelling mistakes. In the analysis of the data, Mann-Whitney U test was used together with descriptive analysis. As a result of the research, it was determined that the writings of fourth grade students with low vision were generally not legible or were legible at a moderate level. In terms of spelling mistakes, it was observed that fourth grade students with low vision made the most mistakes in “letters”, “words”, and “spelling”. “Writing the letter smaller / bigger than the relevant range” was the most frequent, and suffix (“ki”) was the least misspelled. It was determined that the legibility and spelling mistakes scores of fourth grade students with low vision did not differ according to the variables of gender, school type, and braille writing. On the other hand, a significant and negative correlation was found between spelling mistakes and legibility scores. The findings were discussed within the framework of the relevant literature, and some suggestions for future studies and applications in the field were presented.

<p>This descriptive study, which aims to analyse the writings of fourth grade students with low vision in terms of legibility and spelling mistakes, is in a general survey design. The study group consisted of 32 students with low vision who were selected by criterion sampling method, one of the purposive sampling methods. In the study, Multidimensional Legibility Scale was used to evaluate the legibility of the writings of students with low vision, and Spelling Mistakes Evaluation Form developed by the researcher to determine the spelling mistakes. In the analysis of the data, Mann-Whitney U test was used together with descriptive analysis. As a result of the research, it was determined that the writings of fourth grade students with low vision were generally not legible or were legible at a moderate level. In terms of spelling mistakes, it was observed that fourth grade students with low vision made the most mistakes in “letters”, “words”, and “spelling”. “Writing the letter smaller / bigger than the relevant range” was the most frequent, and suffix (“ki”) was the least misspelled. It was determined that the legibility and spelling mistakes scores of fourth grade students with low vision did not differ according to the variables of gender, school type, and braille writing. On the other hand, a significant and negative correlation was found between spelling mistakes and legibility scores. The findings were discussed within the framework of the relevant literature, and some suggestions for future studies and applications in the field were presented.</p>

Listen -

References

Aki, E., Atasavun, S., & Kayihan, H. (2008). Relationship between upper extremity kinesthetic sense and writing performance by students with low vision. Perceptual and Motor Skills, 106(3), 963-966. doi.org/10.2466/pms.106.3.963-966
Arter, C., McCall, S., & Bowyer, T. (1996). Handwriting and children with visual impairments. British Journal of Special Education, 23(1), 25-28. doi.org/10.1111/j.1467-8578.1996.tb00939.x
Aslan, C. (2020). Comparative analysis of written expression skills of students with visually impaired, students with low vision and sighted students. Doctoral dissertation, Gazi University, Ankara.
Aslan, C., & Cakmak, S. (2020). Examining written expression skills of low vision, visually impaired and sighted students in the context of text types. Journal of Mother Tongue Education, 8(3), 868-885. doi:10.16916/aded.741627
Atasavun Uysal, S., & Aki, E. (2012). Relationship between writing skills and visual motor control in low vision students. Perceptual and Motor Skills: Perception, 115(1), 111-119. doi.org/10.2466/24.27.25.PMS.115.4.111-119
Atasavun Uysal, S., & Duger, T. (2012). Writing and reading training effects on font type and size preferences by students with low vision. Perceptual and Motor Skills, 114(3), 837-846. doi.org/10.2466/15.10.11.24.PMS.114.3.837-846
Babayigit, O. (2019). Examining the sixth grade students' word-level spelling mistakes. Journal of Mother Tongue Education, 7(1), 94-114. doi.org/10.16916/aded.466685
Berninger, V. W., Nielson, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Gender differences in severity of writing and reading disabilities. Journal of School Psychology, 46(2), 151-172. doi.org/10.1016/j.jsp.2007.02.007
Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2011). Scientific research methods. Ankara: Pegem.
Cakmak, S., Karakoc, T., & Safak, P. (2016). The determination of the of the awareness levels of low vision students with reference to their visual skills. Abant Izzet Baysal University Journal of Education Faculty, 16(4), 1687-1705.
Cakmak, S., Yilmaz, H. C., & Isitan, H. D. (2017). Determining the appropriateness of visual based activities in the primary school books for low vision students. European Journal of Educational Research, 6(4), 523-540.
Erden, G., Kurdoglu, F., & Uslu, R. (2002). Development of grade level norms for reading speed and writing errors of Turkish elementary school children. Turkish Journal of Psychiatry, 13(1), 5-13.
Erturk, E., & Kucuktepe, C. (2019). Investigation of first reading and writing failures of gifted first grade students. Eskisehir Osmangazi University Journal of Social Sciences, 20(Special Issue), 393-411. doi.org/10.17494/ogusbd.548521
Gok, B., & Bas, O. (2020). Investigating the legibility of primary school 1st grade students' manuscript writing. Journal of Mother Tongue Education, 8(2), 572-585. doi.org/10.16916/aded.696147
Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). Development of handwriting speed and legibility in grades 1-9. The Journal of Educational Research, 92(1), 42-52. doi.org/10.1080/00220679809597574
Graham, S., Harris, K., & Hebert, M. (2011). Informing writing: The benefits of formative assessment. A report from carnegie corporation of New York. Washington, DC: Alliance for Excellent Education.
Guven, Z. (2020). The examination of factors affecting handwriting kinematics and pen grip position in children with low-vision and comparison of typically developed peers. Master thesis, Hacettepe University, Ankara.
Hair, J. F., Anderson, R. L., Tatham, W., & Black, C. (1998). Multivariate data analysis: With readings. Englewood sCliffs, NJ: PrenticeHall.
Harley, R. K., Truan, M. B., & Sandford, L. D. (1997). Communication skills for visually impaired learners: Braille, print, and listening skills for students who are visually impaired. Springfield, Illinois: Charles C Thomas.
Harris-Brown, T., Richmond, J., Maddalena, S. D., & Jaworski, A. (2015). A comparison of the handwriting abilities of secondary students with visual impairments and those of sighted students. Journal of Visual Impairment & Blindness, 109(5), 402-412. doi.org/10.1177/0145482X1510900510
Hebert, M., & Savaiano, M. E. (2020). A survey of the writing instructional practices of Nebraska teachers of students with visual impairments. Exceptionality, 1-16. doi.org/10.1080/09362835.2020.1850450
Holbrook, M. C. (2009). Supporting students’ literacy through data-driven decision-making and ongoing assessment of achievement. Journal of Visual Impairment & Blindness, 103(3), 133-136. doi.10.1177/0145482X0910300302
House, A. E., House, B. J., & Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formulas and distribution effects. Journal of Behavioral Assessment, 3(1), 37-57.
Kaiser, M. L., Albaret, J. M., & Doudin, P. A. (2009). Relationship between visual-motor integration, eye-hand coordination, and quality of handwriting. Journal of Occupational Therapy, Schools, & Early Intervention, 2(2), 87-95. doi.org/10.1080/19411240903146228
Karasar, N. (2000). Scientific research method. Ankara: Nobel.
Kirac, G. (2003). The effect of preparation materials to personelised writing in preparations studies to writing of the students who see a little. Master thesis, Gazi University, Ankara.
Kreuzer, D. T. (2007). An analysis of writing practices in 4th- and 5th-grade students with visual impairments. Doctoral dissertation, University of California Berkeley with San Francisco State University, California.
Macnaughton, J., Latham, K., & Vianya‐Estopa, M. (2019). Rehabilitation needs and activity limitations of adults with a visual impairment entering a low vision rehabilitation service in England. Ophthalmic and Physiological Optics, 39(2), 113-126. doi.org/10.1111/opo.12606
Markowitz, M. (2006). Occupational therapy interventions in low vision rehabilitation. Canadian Journal of Ophthalmology, 41(3), 340-347. doi.org/10.1139/I06-020
McCall, S. (1999). Accessing the curriculum. In C. Arter, H. L. Mason, S. McCall, M. McLinden & J. Stone (Eds.) Children with visual impairment in mainstream settings (pp. 29-40). London: David Fulton.
Memis, A. D. (2018). Examination of legibility and writing speeds of primary school students with respect to writing disposition and writing style. Universal Journal of Educational Research, 6(5), 1050-1059. doi.10.13189/ujer.2018.060526
Ministry of National Education. (2019). Turkish lesson curriculum (Primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades). https://mufredat.meb.gov.tr/Dosyalar/20195716392253-02-T%C3%BCrk%C3%A7e%20%C3%96%C4%9Fretim%20Program%C4%B1%202019.pdf
Patton, M. Q. (2014). Qualitative research and evaluation methods (M. Bütün & S. B. Demir, çev.). Ankara: Pegem.
Protopapas, A., Fakou, A., Drakopoulou, S., Skaloumbakas, C., & Mouzaki, A. (2013). What do spelling errors tell us? Classification and analysis of errors made by Greek school children with and without dyslexia. Reading and Writing, 26(5), 615-646. doi.10.1007/s11145-012-9378-3
Safak, P. (2009). Education of visually impaired children. In G. Akcamete (Ed.), Students with special needs and special education in general education schools (pp. 397-440). Ankara: Kök.
Safak, P. (2011). Teaching legible handwriting to students with low vision using direct teaching method. 4th International Turkish Education-Teaching Congress, September 8-9, 2011. Sakarya: Sakarya University.
Safak, P., Cakmak, S., Kan, A., & Aydin O’Dwyer, P. (2013). Evaluation of vision skills of students with low vision with the Gazi Functional Vision Assessment Tool. (TUBITAK Project Number: 111K549).
Savaiano, M. E., & Hebert, M. (2019). A cross-sectional examination of the writing of students with visual impairments. Journal of Visual Impairment & Blindness, 113(3), 260-273. doi.org/10.1177/0145482X19854921
Sugumlu, U. (2020). Determination of the spelling and punctuation errors in the writing activities of middle-school students. Journal of Mother Tongue Education, 8(2), 528-542. doi.org/10.16916/aded.706748
Tiryaki, D. (2012). Literacy media continuing assessment students with low vision. Master thesis, Gazi University, Ankara.
Ulu, H. (2019). An analysis of manuscript handwriting of primary school first grade students in terms of readability and writing errors. International Journal of Field Education, 5(2), 195-211. doi.org/10.32570/ijofe.626430
Uludag, E. (2002). Students’ skill fullnes in use of syntax and punctation in middle school grades. Erzincan University Journal of Education Faculty, 4(1), 97-114. https://dergipark.org.tr/en/download/article-file/67014
Verezen, C. A. (2009). Eccentric viewing spectacles including an introduction in low vision rehabilitation. Doctoral dissertation, Radboud Universiteit, Nijmegen.
World Health Organization (WHO). (2012). Global data on visual impairments 2010. https://www.who.int/blindness/GLOBALDATAFINALforweb.pdf?ua=1 adresinden erişildi.
World Health Organization (WHO). (2020). ICD-11: International classification of diseases 11th revision. The global standard for diagnostic health information. https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1103667651 adresinden erişildi.
Yalcin, G. (2020). Environment, materials and program/instructional arrangements for visually impaired students. In P. Pistav Akmese & B. Altunay (Eds.), Hearing and visually impaired children and their education (pp. 271-293). Ankara: Nobel.
Yildirim, A. (2018). Qualitative research on the mistakes of 1st grade students in primary school about cursive writing. Scientific Educational Studies, 2(1), 71-92. https://dergipark.org.tr/en/pub/ses/issue/37465/387620
Yildirim, A., & Simsek, H. (2006). Qualitative research methods in the social sciences. Ankara: Seçkin.
Yildiz, M., & Ates, S. (2007). Examination of primary school 3rd grade students' writing in terms of legibility. I. National Primary Education Congress, 15-17 November 2007. Ankara: Hacettepe University.
Yildiz, M., & Ates, S. (2010). Comparison of the writings of 3rd grade students who acquired first reading and writing in different ways, ın respect to their legibility and writing errors. The Journal of Turkish Social Research, 14(1), 11-30.
Yilmaz, H. C. (2020). Education options for visually impaired individuals. In H. Gurgur & P. Safak (Eds.), Hearing and vision impairment (pp. 185-213). Ankara: Pegem.

Keywords

Students with Low Vision, Legibility, Spelling Mistake, Visual Impairment, Special Education

Affiliations

Cem Aslan

Gazi Üniversitesi

Downloads

Download data is not yet available.

How to Cite

Cem Aslan. (2021). Analysis of the Writings of Fourth Grade Students with Low Vision in Terms of Legibility and Spelling Mistakes. International Electronic Journal of Elementary Education, 14(1), 63–77. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1543