The effect of reading comprehension, interpretation and four operations skills on student success in velocity subject of 6th grade science course

aim of this study is to analyze whether there is a relationship between reading comprehension, interpretation of reading, four operation skills and academic achievements in velocity topic of the 6th grade students. Therefore the research is conducted as a descriptive-correlative study in the relational model.The target sampling of the study is composed of 224 6th grade students at a secondary school in Eleşkirt district of Ağrı province in 2017-2018 academic year. In an attempt to collect data, the achievement test of power and movement unit and its subject velocity that is formed by the researcher and numerical ability test that is formed by Cereno (1998) and the test of reading comprehension and interpretation are used In research as an statistical analyzing method;the values like descriptive analysis (frequency, percentage, avarage, standard deviation, mode, range, median, kurtosis, skewness) are used. Normality tests are used to define whether data is seperated uniformally or not. Also to define the relationship between this achievement tests: pearson product-moment correlation coefficient, the t-test that is used for evaluate the change in the academic success of students based on gender, simple linear regression analysis and multiple regression analysis are made to define the predictive power of independent variables on dependent variable. As a result of parametric tests applied after determining that data range is normal; it is seen that there is a positive corelation respectively r=0,522 (medium level) r=0684(so close the high level), between reading comprehension, interpretation, four operation skills and academic science success. It is not confirmed that there is a meaningful relation between gender and academic success. Lastly,four operation skills and reading comprehension , interpretation achievement together can explain variance of sience achievement at the rate of %48,4, is reached. Based on the results obtained from the research, many suggestions are made such as the necessity of cooperation between Science teachers, Turkish teachers and Maths teachers, and also investigating different factors that may affect the success of the science course.