Determination of reaching acquired levels related to understanding of reading determined inthe Turkish teaching curriculum in 5th classes of primary schools

In this research, The fifth class students of primary school was observed to reach acquired levels according to their socio-economic levels and sexes of exemplified students and understanding of reading in primers school Turkish curriculum. Exemplifier was formed by fifth class student in central towns of Ankara from pilot schools where the curriculum applied. In the research, acquisitions where reduced from 43 to 34 for understanding of reading which take place in the curriculum to measure their level of acquired students and four questions were prepared to measure every acquisition. In the results of studies of reliability and validity measurement the questions were reduced to three and limited by 102 questions. According to the datas from the results of the reach, the grading level of socio-economic groups became evident by upper socio-economic, middle socioeconomic and lower socio-economic. The success average of the students who are in upper socio-economic group % 87,73 The success average of the students who are in middle socio-economic group 87,18 The success average of the students who are in lower socio-economic group % 79,56 were determined, while middle socio-economic group of students were more successful in thirteen acquisitions of thirty-four, upper socio-economic group of students were more successful in twenty-one acquisition. The success points in all acquisitions were found % 85,47. To the determination done according to sex, it was found that schoolgirls were more successful that schoolboys. The success average of boys is % 83,21 fifteen acquisition of thirty-four were found sensible in the favour of girls. Also girls are more successful in nineteen acquisitions, but this success doesn?t have an important difference only in four acquisitions of thirty-four the average of schoolboys are higher, but aren?t high enough to make any sensible difference.