Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
5ESN305Primary Reading and Writing Teaching3+0+03406.11.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Primary Education Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The aim of the course is to enable prospective classroom teachers to acquire the competence to plan and implement initial literacy instruction—including material development and the monitoring and evaluation of the learning process—in accordance with the current Primary School Turkish Curriculum, while taking into account the developmental characteristics and individual differences of first-grade students. Furthermore, the course aims to enable prospective teachers to design inclusive, student-centered, and technology-supported instruction by critically examining scientific research and current practices.
Course Content This course covers the theoretical foundations of initial reading and writing instruction, readiness for school and literacy, language and early literacy development, individual differences, the Sound-Based Initial Reading and Writing Instruction process in line with the 2024 Primary School Turkish Language Curriculum, teaching sounds and letters, forming syllables, words, sentences, and texts, handwriting instruction, fluent reading and vocabulary development, adaptations for learning difficulties and special needs, the use of technology and materials, and process-oriented assessment and evaluation. The course aims to enable teacher candidates to translate theoretical knowledge into practice through micro-teaching, material development, observation, and the evaluation of sample student work.
Course Methods and Techniques Interactive lecturing, question-and-answer, demonstration and practice, case study, student product analysis, school/classroom observation, micro-teaching, material development, peer assessment, and scientific article review methods are used. During the weeks focusing on letter groups, prospective teachers design sample lessons at the sound-letter, syllable, word, sentence, and text levels and perform micro-teaching.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. SAKİNE HAKKOYMAZ
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources - Akyol, H. (2018). İlk okuma yazma öğretimi. Ankara: Pegem. - Akyol, H., & Yıldız, M. (2018). Kuramdan Uygulamaya Yazma Öğretimi. Ankara: Pegem Yayıncılık. - MEB (2005). İlköğretim Türkçe Dersi Öğretim Programı ve Kılavuzu. Ankara: MEB - MEB (2018). İlköğretim Türkçe Dersi Öğretim Programı ve Kılavuzu. Ankara: MEB - MEB (2024). İlkokul Türkçe Dersi Öğretim Programı ve Kılavuzu. Ankara: MEB
Course Notes • Millî Eğitim Bakanlığı. (2024). İlkokul Türkçe Dersi Öğretim Programı. Türkiye Yüzyılı Maarif Modeli.
• Akyol, H. (2018). İlk Okuma Yazma Öğretimi. Pegem Akademi.
• Akyol, H., & Yıldız, M. (2018). Kuramdan Uygulamaya Yazma Öğretimi. Pegem Akademi.
• Balantekin, Y. (2025). Türkiye Yüzyılı Maarif Modeli kapsamında ilk okuma yazma öğretiminin sınıf öğretmenlerinin görüşlerine göre incelenmesi: Bir karma yöntem araştırması. Millî Eğitim, 54(1), 867-904. https://doi.org/10.37669/milliegitim.1700606
• Öztürk, M., & Yıldız, A. (2025). Türkiye Yüzyılı Maarif Modeline göre hazırlanan 1. sınıf ilk okuma yazma ders kitabındaki etkinliklere ilişkin öğretmen görüşlerinin incelenmesi. Sivas Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(2).
Documents Ders izlencesi, haftalık ders sunumları, ilk okuma ve yazma öğretimine ilişkin temel kaynaklar, bilimsel makaleler, Türkiye Yüzyılı Maarif Modeli İlkokul Türkçe Dersi Öğretim Programı, ses temelli ilk okuma ve yazma öğretimine yönelik etkinlik örnekleri, okuma ve yazma materyalleri, çalışma yaprakları ve ilgili görsel-işitsel kaynaklar.
Assignments İlk okuma ve yazma öğretim yöntemlerinin incelenmesi, ses farkındalığı ve harf öğretimine yönelik etkinlikler tasarlama, okuma ve yazma materyalleri geliştirme, yazma çalışmaları hazırlama, bireysel ve grup çalışmaları, örnek ders planları oluşturma ve ilk okuma ve yazma öğretimine yönelik uygulama etkinlikleri gerçekleştirme.
Exams Ara sınav ve yarıyıl sonu sınavı kapsamında ilk okuma ve yazma öğretiminin temel kavramları, okuma ve yazmaya hazırlık süreçleri, ses temelli ilk okuma ve yazma öğretimi, öğretim yöntem ve teknikleri, okuma ve yazma becerilerinin geliştirilmesi ile öğretim sürecinin planlanması ve değerlendirilmesine ilişkin teorik bilgilerin ve uygulama becerilerinin ölçülmesi ve değerlendirilmesi.

Course Category
Education %50
Field %50

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 30
Assignment 2 % 20
Final examination 1 % 50
Total
4
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 5 70
Assignments 2 3 6
Mid-terms 1 1 1
Final examination 1 1 1
Total Work Load   Number of ECTS Credits 4 120

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 CLO 1: Explains the basic concepts, theoretical foundations, and historical development of initial reading and writing instruction, and relates them to the current curriculum approach.
2 CLO 2: Evaluates the language, cognitive, socio-emotional, and motor development characteristics of first-grade primary school students in terms of readiness for literacy and individual differences.
3 CLO 3: Explains the Sound-Based Initial Reading and Writing Instruction process, its stages, and the five letter groups in the 2024 Primary School Turkish Language Curriculum in accordance with the order prescribed by the curriculum.
4 CLO 4: Plans and implements instructional activities for preparation for initial reading and writing, sensing/recognizing sounds, sound-letter relationships, handwriting, and forming syllables, words, sentences, and texts from sounds.
5 CLO 5: Designs appropriate practices in handwriting instruction by considering correct pencil grip, posture, baseline/ruling alignment, letter shapes and directions, and fine motor skills.
6 CLO 6: Selects and applies evidence-based strategies and activities aimed at developing fluent reading, comprehension, and vocabulary.
7 CLO 7: Adapts instruction and materials for students experiencing learning difficulties, progressing at different paces, or having special needs during the initial reading and writing process.
8 CLO 8: Uses printed and digital materials, educational technologies, and current scientific resources appropriately, reliably, and ethically in initial reading and writing instruction.
9 CLO 9: Monitors students ` initial reading and writing development through process-oriented and multi-method assessment tools; interprets student work to create appropriate feedback and support plans.
10 CLO 10: Takes responsibility in observation, micro-teaching, and group work related to initial reading and writing instruction, and refines practice through self/peer evaluation and scientific evidence.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course Introduction & Foundations of Initial Reading and Writing Basic concepts; goals and theoretical foundations of initial reading and writing, and the role of the primary school teacher; determining existing knowledge and experience. Review the course syllabus and read introductory materials on the fundamental concepts of initial literacy instruction. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
2 Current Primary School Turkish Language Curriculum & Sound-Based Initial Reading and Writing Approach of the 2024 curriculum; preparation process; teaching sounds and letters; the five letter groups; transition to syllables, words, sentences, and texts; curriculum literacy. Review the initial reading and writing section of the current Primary School Turkish Language Curriculum. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
3 Readiness for Literacy & Early Literacy Language development, phonological awareness, visual/auditory perception, attention, fine motor skills; family and environment; readiness observation. Read sources on early literacy and indicators of school readiness. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
4 Individual Differences & Preparation for Initial Reading and WritingLearning paces and individual differences; listening, breathing, and concentration; pencil grip, posture, line tracing, and hand-eye coordination; family collaboration. Examine examples of individual differences and literacy readiness activities. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
5 Phonological Awareness, Sound-Letter Relationship & Letter WritingSensing/recognizing sounds; articulation; sound-letter matching; writing uppercase and lowercase letters; common difficulties encountered in letter instruction.How can a meaningful context be established in sound instruction instead of direct memorization? Examine activities for phonological awareness and sound-letter correspondence. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
6 Syllable, Word, Sentence, and Text FormationClosed/open syllables; from syllables to words; sentences and texts starting from the second letter group; creating meaningful language materials appropriate for the student ` s level. Review sample materials for forming syllables, words, and sentences. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
7 Handwriting Instruction & Material DesignRuling/line structure, letter shapes and directions, legibility, writing materials; examining printed and digital materials; analyzing sample student handwriting. Examine handwriting instructional materials and samples of student handwriting. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
8 ARA SINAV 1-7. hafta konularının değerlendirilmesi. Review the topics covered in the first seven weeks. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
9 1st Letter Group Application: a-n-e-t-i-lSound-letter, syllable, and word activities aligned with the curriculum sequence; micro-teaching and material development. The place of transition to sentences/texts in the curriculum for the first letter group. Prepare sound-letter instruction and micro-teaching materials for the first letter group. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
10 2. Harf Grubu Uygulaması: o-k-u-r-ı-m Ses, hece, sözcük; cümle ve kısa metne geçiş; akıcı okumanın başlangıç göstergeleri; mikro öğretim. Prepare activities and short-text examples for the second letter group. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
11 3rd Letter Group Application: ü-s-ö-y-d-zLetter-group specific articulation and handwriting difficulties; differentiated activity design; student product analysis and micro-teaching. Review differentiated instruction activities for the third letter group. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
12 4th Letter Group Application: ç-b-g-c-şPhonetic distinctions, writing and reading practice; word, sentence, and text generation; technology-supported materials and micro-teaching. Prepare reading and writing materials for the fourth letter group. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
13 5th Letter Group Application: p-h-v-ğ-f-j & Transition to Independent Reading and Writing The final letter group; independent reading and writing; vocabulary development, comprehension/meaning-making, and transition to written expression; integrative micro-teaching. Review examples for the fifth letter group and independent reading and writing activities. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
14 Fluent Reading, Comprehension, Vocabulary Instruction, and Students Facing DifficultiesAccuracy, rate, and prosody; comprehension/meaning-making; vocabulary development; slow/weak readers; adaptations for learning difficulties and special needs. Review sample practices on reading fluency, comprehension, and reading difficulties. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.
15 Process-Oriented Assessment & Evaluation, Current Research, and Overall EvaluationObservation, checklists, rubrics, student work products, progress tracking, and feedback; discussion of 2024–2026 implementation research findings; self-evaluation. Review process-oriented assessment tools and recent research. Akyol, H. (2018). Teaching initial reading and writing [İlk okuma yazma öğretimi]. Pegem.

 
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24
All 3
C1 4 3 5 3 3 3 1 3
C2 5 4 3 4 5 3 3 2
C3 5 3 4 5 3 4 4 3 1 3 2
C4 5 4 4 5 5 4 5 2 2 3 1 4
C5 4 4 3 4 4 4 4 2 2 4
C6 4 4 3 4 4 4 5 4 2 1 4
C7 4 5 4 3 5 5 5 5 3 4 3 1 3
C8 5 2 5 5 5 3 5 3 2 3 3
C9 5 4 4 4 4 5 5 4 3 3
C10 4 4 5 4 4 4 4 5 4 5 4 1 4

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant