ÖĞRENME GÜÇLÜĞÜ GÖSTEREN ÇOCUKLARIN YAZMA SÜRECİNDE GÖSTERDİĞİ ÖZELLİKLER

Öğrenme güçlüğü olan çocukların yazılı anlatımlarında genellikle hatalar vardır. Bu hatalar bu öğrencilerin yazma sürecinde yaşadıkları güçlüklerden kaynaklanmaktadır. Yazma süreci, “yazma öncesi hazırlıklar”, “yazma ya da taslak hazırlama”, “gözden geçirme”, “düzeltme” ve basım ve okuyucu kitlesiyle paylaşma” olmak üzere beş aşamadan oluşmaktadır. Öğrenme güçlüğü olan öğrenciler bu süreci her aşamasında çeşitli zorluklar yaşamaktadırlar. Yazma öncesi aşama, yazma sürecinin belki de en çok ihmal edilen aşamasıdır. Yazma öncesi hazırlıklar aşamasında yazarın konusunu seçmesi, yazma amacını, okuyucu kitlesini ve yazı türünü belirlemesi, bilgi ve/veya düşünceleri toplayıp düzenlemesi gerekmektedir. Yazma sürecinin ikinci aşamasında yazar düşüncelerini kağıt üzerine kaydeder. Bu aşamadaki etkinlikler; kaba taslağın yazılması, başlangıç cümlelerinin yazılması ve içeriğin vurgulanması’dır. Gözden geçirme bir çok kere tekrarlanabilir ve bu tekrarlanmalarda yazının farklı boyutları ile ilgili düzeltmeler yapılabilir. Gözden geçirme aşamasındaki etkinlikler, taslağın yeniden okunması, taslağın bir grupla paylaşılması, gruptan alınan geribildirimlere dayanarak yazılı anlatımın gözden geçirilmesinden oluşur. Düzeltme, yazının bölümlerini son hali için hazırlamaktır. Bu aşamaya kadar birincil odak öğrencinin yazısının içeriği idi. Bundan sonra ise odak mekaniklere çevrilir ve öğrenci yazım ve noktalama hatalarını düzelterek çalışmasını süsler. Yazma sürecinin final aşamasında öğrenciler yazılarını yayımlar ve uygun bir okuyucu kitlesiyle paylaşırlar.

Anahtar Kelimeler:

Öğrenme güçlüğü olan çocuklar, yazma süreci, gözden geçirme, düzeltme

Characteristics of Learning Disabled Children on the Writing Process

Children with learning disability usually have some mistakes in their written expression. These mistakes origins of their difficulties on writing process. Writing process is consists of five stages, these are; prewriting, writing/drafting, revising, publishing and sharing with audience. Learning disabled children show a lot of struggles all of this stages. Prewriting has probably been most neglected stage in the writing process. Writer must choose a topic, consider purpose, form, audience, and generate and organize ideas for writing in the prewriting stage. Writers note their ideas on the paper in the second stage of writing process. Activities in this stage are; writing a rough draft, writing leads, emphasizing content not mechanics. Revising might be done more than one time and might be done different kind of corrections at every times. Activities in the revising stage are; rereading the rough draft, sharing the rough draft in a writing group, revising on the basis of feedback received from the writing group. Editing is putting the piece of writing into its final form. Until this stage, the focus has been primarily on the content of students writing. Once the focus changes to mechanics, student polishes their writing by correcting spelling and other mechanical error. In the final stage of writing process, students publish their writing and share it with an appropriate audience.Key words: Learning disabled children, writing process, revising, editing

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