Identifying Common Errors in Vertical Lowercase Manuscript Writing of the First Graders in Primary School

Abstract

The aim of the study is to identify common writing errors of the first graders in primary school. The sample of study was consisted of 67 students. Case study was used for the research design. A data collection tool was developed for identifying the errors that students have made while writing vertical lowercase letters. According to the findings, the most common types of errors encountered occurred as a result of non-compliance with the rules related to the writing directions of the lowercase letters. Also, it was seen that curved shaped were drawn in some letters which must have been drawn a line-shaped, that some letters were drawn round not fully closed which must have been drawn round, that the round of letters were drawn as ellipses that when the letters were drawn ellipse-shaped letters were drawn in a tilted way and that the round of letters was combined with the line in the wrong side.

Full text

144
Journal of Education and e-Learning Research
Vol. 5, No. 3, 144-156, 2018
ISSN(E) 2410-9991 / ISSN(P) 2518-0169
DOI: 10.20448/journal.509.2018.53.144.156
Identifying Common Errors in Vertical Lowercase Manuscript Writing of the First
Graders in Primary School
Muhammet Fatih Doğan1

Zeynep Doğan2
(

Corresponding Author)
1,2Yildiz Technical University, Department of Primary Education, Istanbul, Turkey
Abstract
The aim of the study is to identify common writing errors of the first graders in primary school.
The sample of study was consisted of 67 students. Case study was used for the research design. A
data collection tool was developed for identifying the errors that students have made while
writing vertical lowercase letters. According to the findings, the most common types of errors
encountered occurred as a result of non-compliance with the rules related to the writing directions
of the lowercase letters. Also, it was seen that curved shaped were drawn in some letters which
must have been drawn a line-shaped, that some letters were drawn round not fully closed which
must have been drawn round, that the round of letters were drawn as ellipses that when the
letters were drawn ellipse-shaped letters were drawn in a tilted way and that the round of letters
was combined with the line in the wrong side.
Keywords: Primary school, Writing errors, Vertical lowercase letters.
Citation | Muhammet Fatih Doğan; Zeynep Doğan (2018).
Identifying Common Errors in Vertical Lowercase Manuscript
Writing of the First Graders in Primary School. Journal of
Education and e-Learning Research, 5(3): 144-156.
History:
Received: 5 March 2018
Revised: 14 June 2018
Accepted: 20 August 2018
Published: 9 October 2018
Licensed: This work is licensed under a Creative Commons
Attribution 3.0 License
Publisher: Asian Online Journal Publishing Group
Contribution/Acknowledgement: Both authors contributed to the
conception and design of the study.
Funding: This study received no specific financial support.
Competing Interests: The authors declare that they have no conflict of
interests.
Transparency: The authors confirm that the manuscript is an honest,
accurate, and transparent account of the study was reported; that no vital
features of the study have been omitted; and that any discrepancies from the
study as planned have been explained.
Ethical: This study follows all ethical practices during writing.
Contents
1. Introduction .................................................................................................................................................................................... 145
2. Method ............................................................................................................................................................................................. 145
3. Findings ........................................................................................................................................................................................... 146
4. Discussion ........................................................................................................................................................................................ 155
5. Conclusion ....................................................................................................................................................................................... 156
References ............................................................................................................................................................................................ 156

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1. Introduction
In developed societies, the progress of an individual in his/her field is only possible if he/she has advanced
reading and writing skills. Because modern people cannot have the necessary level of knowledge without having an
effective reading skill. Similarly, an individual cannot share his knowledge with his environment without gaining
an effective writing skill (Sahin, 2012). It is acknowledged that education is very instrumental and an essential
agent in national development. Akdemir and Eyerci (2016) as a result, improving the quality of education,
especially at the basic education level, has become the concern of all nations (Esia-Donkoh and Baffoe, 2018). Kaya
and Akdemir (2016) education is a condition which can alter a person’s values and can influence the changes in a
person’s behaviors (Istiningsih, 2016). No doubt, the acquisition of literacy skills is seen as the primary goal of
basic education (Sahin, 2012). Writing is to be able to produce the symbols and signs necessary to express our
thoughts systematically (Akyol, 2001). Writing is the written form of expressing feelings, thoughts and
information in the mind. Writing helps individuals to learn as well as meet their communication needs (Belet and
Yaşar, 2007). When the definitions related to writing are examined, it is seen that the general goal of writing is to
express thoughts through writing (Sahin, 2012).
The text is defined as the forms of words and phrases in the spoken language identified on paper by some
symbolic figures and drawings (Celenk, 2007). Handwriting is one of the most important skills that must be earned
in primary school education. The acquisition of handwriting begins with first reading and writing process (Göğüş,
1982). The studies to be carried out on the issue and the methods to be applied are included in the primary school
Turkish programs (Ministry of National Education, 1997).
In primary school programs of our country until 2005, the use of vertical letters in the teaching of uppercase
and lowercase alphabet was requested. The adjoining oblique writing instruction was handled together with the
"sound based sentence method" in the 2005 Primary School Turkish Language Teaching Program (Grades 1th-
5th) and it was envisaged to teach the adjacent oblique writing to the students in the first grade of primary
education and to continue this writing in the later years (Sahin, 2012). With the Turkish Language Course
Teaching Program (for 1th-8th Grades) which was started to be implemented in the 2017-2018 academic year, the
adjacent oblique letters in the Turkish first reading and writing instruction were replaced by the vertical alphabet
(MoNE, 2018).
Ayık and Ataş-Akdemir (2016) writing skill is a skill gained with practice. Developing students' writing skills
depends on continuous reading, writing, and analyzing their own writings. The first grade of primary school is
very crucial because of gaining the necessary skills. Teacher should correct learning errors in students' writings
with appropriate educational way considering of the student's developmental level (Demirel, 2006). In primary
school, primary school teachers need to determine the characteristics of students’ writing mistakes in order to
correct their writing errors. Errors frequently made by students in writing in Turkish programs are listed as the
direction of writing, the size of writing, writing on the line border, spacing between words, the writing style of
letters and clearness of writing (Bay, 2010).
When the literature review was investigated, there was no study found about what kind of mistakes were made
in the manuscript writing of the vertical lowercase letters. Therefore, the errors related to the "way of writing
letters", which is one of the mistakes that primary school students often make during primary school writing
studies, have been examined in the study. Another reason why such a study is needed is that mistakes are found
regarding letters and numbers when the writing of students from 2nd, 3rd and 4th grades at primary school are
analyzed. It is thought that this study is especially important in order to be aware of the possible errors that may
occur in the students and to prevent these errors from occurring while performing the reading and writing
processes of the primary school teachers who are new to the profession.
Considering of the topic, “What are the mistakes made by primary school students about the manuscript
writing of the vertical letters?” has been determined as the problem of the study.
2. Method
2.1. Research Design
Case study from qualitative research methods was used in the study. According to Stake (1995) and Yin
(2009;2012) case study is a research design in which researchers analyze a particular situation, often a program,
event, action, process, one or more individuals in depth. In the study, research design was determined as case study
as the vertical letters of the first graders in primary school were examined and their learning errors were tried to
be analyzed.
2.2. Participants
The research was carried out with 67 students studying in first grade in public school. The reason why first
graders were preferred was that first grade is the expected year for students to acquire their reading and writing
skills. It is thought that a positive contribution can be made to the acquisition of reading and writing skills through
investigating of the situation in the process. It is thought that measures can be taken to eliminate these errors by
determining the ongoing errors.
2.3. Data Collection Instruments
In the study, the data collection instrument was developed by the researchers in order to determine the first
graders’ writing errors on vertical letters. When developing a data collection instrument, 12 objects and animals
were identified, all of the 29 letters in the alphabet will be found at least once and students encountered in daily life.
At this stage sound groups in the curriculum are taken into consideration. Then, some words were chosen and
these words were deve (camel), gözlük (glasses), jilet (razor), kamyon (truck), köpek (dog), yıldız (star), bisiklet
(bisiklet), fare (mouse), ağaç (tree), cami (Mosque), hortum (hose) and kuş (bird). The images expressing these
words were placed on A4 appropriately, leaving a space under each visual for the name of the visual. Figure 1
shows a visual example of a part of the data collection instrument for letters.

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Figure-1. A part of the data collection instrument for letter typing mistakes.
Source: Data Collection Instrument
After the data collection instruments were developed, three classroom teachers and three experts were
consulted. As a result, the data collection tools are finalized and ready for implementation.
2.4. Data Collection and Data Analysis
The data collection instrument was given to students and the names of visuals were asked to be written in
lowercase letters. After the data collection instruments were distributed to the students, 40 minutes were given and
they were asked to fill the gaps appropriately.
Collected data were generally examined and papers that were an unreadable, the majority of papers which were
not filled in or filled with improper content were excluded from the evaluation.
In the review process, the data obtained from the students were compared with the correct spelling patterns of
lower case letters (Figure 2), and especially common mistakes made were classified.
Figure-2. Writing of vertical basic lowercase letters
Source: MoNE (2018)
3. Findings
In this section, types of common errors that students make when writing vertical lowercase letters and sample
visuals from each type of error is tabulated.
Table-1. Types of common errors and sample visuals from these errors which were made about the letter “a”
Letter
Common Error Type
The Sample Image of Error
a
Round part of the letter is not a proper round,
round is not closed completely
Writing the letter in oblique
Drawing the vertical line too thick
Drawing the vertical line completely outside of
the circle or not drawing the vertical line
Drawing vertical line in/out of the circle
Drawing line in an oblique way instead of straight
line
Drawing lower and upper side of the vertical line
very short/long
Source: Research Data

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Table-2. Types of common errors and sample visuals from these errors which were made about the letter “b”
Letter
Common Error Type
The Sample Image of Error
b
The shape of the round is not done properly as a result of the
space of the upper/lower part of the area that is in contact with
the line remains blank
Distorted round shape (ellipse shaped and/or inclined, angled
round etc.)
Drawing the round too big/small
Drawing the vertical line disproportionately
Drawing the vertical line curved/ oblique
Writing the letter reversely
Source: Research Data
Table-3. Types of common errors and sample visuals from these errors which were made about the letters “c” and “ç”
Letters
Common Error Type
The Sample Image of Error
c and ç
Drawing the lower / upper of the curve longer /
shorter
Drawing the lower / upper tip of the curve inward
Drawing the tip portions of the curve outward
Forked construction of the tip parts of the curve
Drawing the curve in a cornered way
Drawing the letter in oblique
Sketching the curve itself jaggedly
Source: Research Data
Table-4. Types of common errors and sample visuals from these errors which were made about the bottom part of letter “ç”
Letter
Common Error Type
The Sample Image of Error
The
bottom
part of
letter “ç”
Not centered (right bottom or left bottom)
Making a lot of space between the letter and its bottom
line
Drawing the letter with its bottom line adjoined
Drawing a circle in the bottom of letter and filling in
Drawing a curve line but not a straight line
Passing the bottom part through the letter
Source: Research Data

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Table-5. Types of common errors and sample visuals from these errors which were made about the letter “d”
Letter
Common Error Type
The Sample Image of Error
d
The round is not drawn properly
Have crossed the vertical line several times
Round and vertical line in the wrong place to merge (near the
bottom end of the line to merge in place)
Overhang on lower end of vertical line
Using only one curve instead of a vertical line and a round
need to be done
Inclined drawing of vertical line
drawing vertical line and/or round improperly, drawing
several times over the round
Drawing the vertical line too long
Vertical line without protruded at lower end
Source: Research Data
Table-6. Types of common errors and sample visuals from these errors which were made about the letter “e”
Letter
Common Error Type
The Sample Image of Error
e
Overflow of horizontal line from left
The left tip of the horizontal line does not touch the circular
part
The horizontal line and the top of the circular segment are
very close together, there is no upper space or very little
Drawing cornered instead of circular line
The circular part is not drawn properly / the letter appears
thin
The lower tip is too long/short
Drawing of horizontal line inclined / crooked drawing
Source: Research Data
Table-7. Types of common errors and sample visuals from these errors which were made about the letter “f”
Letter
Common Error Type
The Sample Image of Error
f
Involuted drawing of the lower tip
Horizontal line not positioned correctly (very up
/ right middle / or below)
Unclear upper tip
Crossing the vertical line several times
The occurrence of protrusion in the upper part of
the letter because of not to follow the spelling
rule.
Drawing the letter italic
Drawing of horizontal line too long / too short /
oblique / curve
Source: Research Data

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Table-8. Types of common errors and sample visuals from these errors which were made about the letters “g” and “ğ”
Letters
Common Error Type
The Sample Image of Error
g and ğ
Make the round improperly
The top of the letter is not done / exaggerated
Drawing the round unclosed completely
Drawing the tail part too short/too long
Inadequate / very curved tail
Finding deformities because the spelling rules of the
letter are not obeyed
Source: Research Data
Table-9. Types of common errors and sample visuals from these errors which were made about the top part of letter “ğ”
Letter
Common Error Type
The Sample Image of Error
The top
part of
letter “ğ”
Making the top part straight line / slash line
Creating a curve shape of the top part
Drawing Adjacent to the bottom part of the
top part
Exaggeration of the curve of the upper part
Source: Research Data
Table-10. Types of common errors and sample visuals from these errors which were made about the letter “h”
Letter
Common Error Type
The Sample Image of Error
h
Drawing vertical line as curve or oblique
The curve line is not drawn properly
One of the lower tips is short and the other
one is long
Drawing several times on the letter
Shape deformity / gaps because of incorrect
letter drawing direction
Drawing the vertical line very short/very
long
Source: Research Data
Table-11. Types of common errors and sample visuals from these errors which were made about the letters “ı” and “i”
Letters
Common Error Type
The Sample Image of Error
ı and i
Too short/too long drawing / unable to set type size
Drawing as an oblique / a curved line
Drawing over several times
Curvilinear drawing of lower / upper tip
Source: Research Data

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Table-12. Types of common errors and sample visuals from these errors which were made about the top part of letter “i”
Letter
Common Error Type
The Sample Image of Error
The top
part of
letter “i”
Not to make upper part in the middle (upper left / upper right)
Drawing the upper part very long
Making the upper part as a point
Making the upper part as a circle
Making the upper part as a curve
Drawing the upper part in two separate pieces
Source: Research Data
Table-13. Types of common errors and sample visuals from these errors which were made about the letter “j”
Letter
Common Error Type
The Sample Image of Error
j
Drawing the vertical line as a curve
Drawing the letter italic
Not to draw upper part
Writing the letter reversely
The upper part is made as a point / round / as a very
long line / as a curve
Drawing tail part non-curvature/less curvature
Making the tail part very curved
Making the tail part very cornered
Drawing the letter for several times
Too long / too short length
Source: Research Data
Table-14. Types of common errors and sample visuals from these errors which were made about the letter “k”
Letter
Common Error Type
The Sample Image of Error
k
Drawing vertical line as a curve / oblique
Drawing vertical line too long / short
Curve drawing of Diagonal sections
Finding a space where the diagonal parts
should be joined with the vertical line
Drawing protrusion where the diagonal parts
need to be joined with the vertical line
Drawing diagonal parts too long/short.
Making Diagonal parts very close/far to each
other
joining in the very bottom / right middle /
above the center instead the diagonal sections
need to be joined slightly below the center line
with the vertical line
Source: Research Data

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Table-15. Types of common errors and sample visuals from these errors which were made about the letter “l”
Letter
Common Error Type
The Sample Image of Error
l
Drawing the letter height too long/too short
Drawing the letter vertical line in oblique
instead of straight
Not to draw the curve in the bottom of the
letter
Writing the letter oblique
Overhanging part in the top of the letter
Drawing cornered bottom tip where the
curvature needs to be drawn as a curve
Exaggerating the curve at the bottom
Source: Research Data
Table-16. Types of common errors and sample visuals from these errors which were made about the letter “m”
Letter
Common Error Type
The Sample Image of Error
m
No overhang in top left
The second line appears when the first line is
crossed over the vertical line.
Creating a second line appearance when
crossing the middle vertical line for the second
time
Drawing vertical lines curved / oblique
Two curves in the letter are made in the same
size
Distorted shape of curves in letter
Drawing vertical line in the middle too short
The lower tips of the letter are not aligned
To see additional places on the letter due to not
paid attention to the direction of writing
Source: Research Data
Table-17. Types of common errors and sample visuals from these errors which were made about the letter “n”
Letter
Common Error Type
The Sample Image of Error
n
No overhang in top left
The second line appears when the first line is
crossed over the vertical line.
Drawing vertical lines curved / oblique
Drawing distorted shape of the curve in the letter
The lower tips of the letter are not aligned
There are additional places / corrections on the
letter because the direction of writing is not paid
attention
Source: Research Data

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Table-18. Types of common errors and sample visuals from these errors which were made about the letters “o” and “ö”
Letter
Common Error Type
The Sample Image of Error
o and ö
The formation of protrusions in the place where the
drawing started, even though it started to draw from
the right place
starting to draw from the wrong place
Drawing vertical/right or left curved ellipses
Drawing unclosed circle
Drawing improper circle
Source: Research Data
Table-19. Types of common errors and sample visuals from these errors which were made about the top part of letter “ö”
Letter
Common Error Type
The Sample Image of Error
The top
part of
letter “ö”
Drawing the top parts of the letter in a
different alignment
The upper parts are too far/too close to each
other
The top parts are too long
Round / dot shape of the upper parts
Drawing the top parts in a different size
Drawing the top parts at high level
Source: Research Data
Table-20. Types of common errors and sample visuals from these errors which were made about the letter “p”
Letter
Common Error Type
The Sample Image of Error
p
No top bulge of the letter
Drawing the top bulge very long
Drawing a ribbed circle
Distorted drawing of round shape
Drawing the round part of the letter incompletely
Merging vertical line and rounding from the wrong
place/appearing disproportionately
Drawing the vertical line/ the letter oblique
Drawing the vertical line oblique
Source: Research Data
Table-21. Types of common errors and sample visuals from these errors which were made about the letter “r”
Letter
Common Error Type
The Sample Image of Error
r
Absence of the top bulge
Drawing the vertical line too long
Incorrect positioning of the curve part
Drawing the curve part short
Drawing the curve line as a vertical line
Drawing curve part upward/downward sloping
Drawing several times over the top of the line
Source: Research Data

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Table-22. Types of common errors and sample visuals from these errors which were made about the letters “s” and “ş”
Letters
Common Error Type
The Sample Image of Error
s and ş
No folding at the top and / or bottom tip
When the curves are not properly formed /
the curve needs to be drawn as a curve,
drawing a sharp / angular curve
When the size of top and bottom parts need
to be the same size, drawing the top or the
bottom part bigger
Drawing the size of letter too high
Writing the letter oblique
Writing the letter reversely
Source: Research Data
Table-23. Types of common errors and sample visuals from these errors which were made about the bottom part of letter “ş”
Letter
Common Error Type
The Sample Image of Error
The
bottom
part of
letter “ş”
Drawing the bottom part of the letter too long
Drawing a dot at the bottom part of the letter
Making the bottom part too low
Making the bottom part curved
The bottom part is not centered (left bottom/right
bottom)
The bottom part touches the letter and / or is in the
letter
Source: Research Data
Table-24. Types of common errors and sample visuals from these errors which were made about the letter “t”
Letter
Common Error Type
The Sample Image of Error
t
Drawing the vertical line oblique
Placing the horizontal line at a lower position or in the
middle
Placing the horizontal line too high or at the top
No fold at the bottom
Excessive fold at the bottom
The height is too short compared to the other letters
(mostly)
Left or right tilting
Drawing the bottom cornered
To be over it because the direction of writing is not
followed
Source: Research Data

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Table-25. Types of common errors and sample visuals from these errors which were made about the letters “u” and “ü”
Letters
Common Error Type
The Sample Image of Error
u and ü
Excess output on the bottom right
Letter is tilted
No bulge at the bottom of the letter
Drawing the two top tips unequal
Drawing a distorted /an angular curve
Not to follow drawing directions of the
letter/Drawing over and over on the same
line
Creating a second line as passing over the
same line
Source: Research Data
Table-26. Types of common errors and sample visuals from these errors which were made about the top part of letter “ü”
Letter
Common Error Type
The Sample Image of Error
The top
part of
letter “ü”
The top parts are not aligned (one is above, the other
is below)
Upper parts are on top right / left
Drawing the top parts too long
Drawing the top parts as dots
The upper parts are too far or too close to each
other/not in line with each other
One of the upper pieces and/or two of them forming a
curve
Making one of the top parts big and the other one
small
Making adjacent to the lower part of the upper parts
Drawing the top parts round
Source: Research Data
Table-27. Types of common errors and sample visuals from these errors which were made about the letter “v”
Letter
Common Error Type
The Sample Image of Error
v
Drawing the two lines of the letter long and very close to each
other
The top tips are too far to each other
Making the bottom corner ribbed
Making one of tips long and the other one short
Both of the diagonal lines need to be inclined, but here, one of
them is standing upright or standing close.
The bottom edge must be angular, but it is drawn curved
It needs to be a line but curve is drawn
The bottom tips are not integrated
Source: Research Data

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Table-28. Types of common errors and sample visuals from these errors which were made about the letter “y”
Letter
Common Error Type
The Sample Image of Error
y
Tail not folded inward
Drawing the one of the top tips short and the other
long
Writing the letter oblique
Drawing the tail/ the tip of the tail too short/too long
Creating a second line appearance when crossing the
line
The top part needs to be drawn as a curve but it is
drawn as angular
Source: Research Data
Table-29. Types of common errors and sample visuals from these errors which were made about the letter “z”
Letter
Common Error Type
The Sample Image of Error
z
Bottom/top horizontal lines are
short/long
Diagonal lines in the bottom, top,
and/or middle are curved, not straight
lines
The top and bottom lines are not
parallel to each other or to the floor.
The upper right corner and/or lower
left corner are lack of being sharp
Writing the letter like number 2
Placing a horizontal line in the middle
of the letter
Source: Research Data
4. Discussion
According to the findings obtained from the research, there are many types of errors related to the writing of
uppercase and lowercase letters of first grade students. Mistakes about the steps of drawing followed while
drawing the letter and mistakes made about the stages of drawing, in other words, typically visual mistakes are the
types of error. However, it was observed that some perceptual errors related to the letters also generate to these
types of errors. For example, it was observed that most of the students perceived lowercase “j” as an uppercase “J”
while writing the lowercase “j” and they wrote the lowercase letter in a capital letter size. Again, it was observed
that most of the students drew the lowercase j’s tail on the right side instead of drawing to the left side. Similarly,
when the writing patterns of the lowercase “t” letter were analyzed, it has been observed that many students also
drew the letter in the size of letters “e, n, u” without the upper extension or the lower extension. These examples
are thought to be due to the fact that the students have a perceptual error in relation to these letters. When
figurative mistakes are considered, it has been observed that the error type available for each letter differs
according to the features and shapes of the parts required to form the letter.
In most of the letters there are places where a straight line needs to be used. Considering the situation, it has
often been observed that the lines were drawn obliquely where a straight line must be used. When this is the case,
the fact that the letters that must be written as vertical letters are mostly written in italic letters constitutes a
proper visual to perceive in this way. It has also been observed that these parts which should be drawn as straight
lines, in other words linear, are drawn as a curve at the level that is often expressed. This is one of the reasons why
the letter is typed. Most of the letters have short straight line inside such as a, b, d, e, f, g-ğ, h, ı-i, j, k, l, m, n, p, r, t,
u-ü, v, y and z.
The letters ı-i, k, v and z consist of only straight lines. Considering all the typing mistakes, it was determined
that the drawing mistakes of these letters were less. However, many mistakes have been found because of the fact
that the straight line is drawn in italic or curve.
The letters c-ç, o-ö and s-ş consist of only curved lines. It can be said that the ratio of errors related to these
letters is similar to the error rates of the letters typed with only straight lines. Although it seems more difficult to
draw curvilinear lines correctly, it has been seen that the error rates in the letters with straight lines are not at a
minimum because the students are forced to draw straight lines linearly or without sloping.
The letters a, b, d, e, f, g, h, j, l, m, n, p, r, t, u-ü and y contain both a straight line part and a curved line part
which must be drawn in a linear way. The students must draw both the straight line and the curvilinear line
correctly, in order to write the letter correctly. In other words, it can be said that double skills are required for the
correct writing of these letters. Considering the situation, the following result was observed when student
drawings were evaluated in general. It has been seen that most of the students made erroneous drawing while
writing these letters. It has been seen that most of the mistakes were made in the process of creating both the
straight line and the curvilinear line found in the letter correctly and assembling these formed parts correctly.

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5. Conclusion
In conclusion, priority and importance should be given to drawing practices as an important dimension of
reading and writing, however, these studies should continue to be supported by the writing process. In other
words, when the drawing practices are finished, it is necessary to do extra drawing activities in an integrative
process rather than focusing on letter writing. The findings of the study carried out by Altun et al. (2014) support
the integrative writing process. In addition, another important point that is considered to be important in the
literacy process is the fact that studies aimed at improving the muscular memory as well as the small muscle
development of the students should be added to the process. Because the most important role in the letter writing
process is the person's muscle memory. Although hands, arms and eye muscles work well and effectively, muscles
must be exercised correctly and adequately in order to acquire the proper habit of making a letter. It is thought,
however, that writing is lagging behind reading in the first literacy teaching process. It should be noted that the
continuation of the first reading in an integrated structure is an important condition in the development of the
reading skills as well as the development of the writing skills. Therefore, as Bilir (2005) emphasized the importance
of the study, it is thought that teachers should increase their writing activities instead of just focusing on reading
activities.
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