Comparison of reading levels of seasonal agricultural worker students with their classmates

Human capital that generates added value is a fundamental asset for the advancement of a modern society. Maximizing the potential of this capital through education not only enhances societal contribution but also constitutes a civic responsibility and a fundamental human right. Children from families of seasonal agricultural workers frequently encounter educational disruptions, leading to significant gaps in essential knowledge and skills that are expected to be acquired at specific developmental stages. Particularly during early educational phases—when critical competencies such as literacy are established—extended absences from formal instruction can have adverse effects on academic achievement. The present study aims to conduct a comparative analysis of reading competencies between 4th-grade students with and without seasonal agricultural laborer backgrounds. The sample comprises 66 students residing in the districts of Harran, Haliliye, and Eyyübiye in Şanlıurfa Province, of whom 33 are children of seasonal agricultural workers and 33 are not. Reading speed, comprehension, and proficiency levels were assessed. Data collection instruments included the Error Analysis Inventory, reading passages, audio recordings of oral reading, and a demographic questionnaire. Statistical analyses were carried out using the SPSS software package. Furthermore, the study investigated whether parental education levels and household income influenced reading performance. Findings revealed that students from seasonal agricultural laborer backgrounds demonstrated significantly lower mean scores in reading speed, comprehension, and word recognition compared to their non-seasonal counterparts. A statistically significant difference was observed between the two groups in most dimensions, although reading proficiency levels did not differ significantly. All students in the seasonal agricultural group were classified within the "anxiety" range in reading performance; among the non-seasonal group, all but one student also fell into this category. The influence of parental educational attainment and income level on reading performance was found to be statistically insignificant. Based on the outcomes, the study proposes targeted interventions to address the educational deficits observed in children of seasonal agricultural laborers.