Correlation between social economic status of first grade students and communication of parents-teacher, and students's reading and writing achievement

The purpose of the this study is to investigate the effect of different social economic status of the families of the primary school first grade students on the communication the families with the teachers and the achievement of the reading-writing learning process of the students.The study was performed in a survey model. In the study, the general survey model was conducted to collect the quantitative data and the semistructured interview questions were conducted to collect the qualitative data from the participants. The study was performed in the elementary schools, placed in the centrum of Sakarya, chosen randomly among the schools classified according to the social economic status. The participants in the study consisted of 10 teachers; the two teachers chosen randomly from the high social economic statues schools, the two teachers chosen randomly from the medium social economic status schools, the two teachers chosen randomly from the low social economic statues schools, the one teacher chosen randomly from the private school, the 10 students chosen randomly from the each teacher class, the total 70 students and the parent of each student, the total 70 parents.The direction of the study purposes, the semistructured interview questions for the teachers; the sample survey model for the parents; the reading text,the reading observation form, the comprehension questions, and writing observation form for the students were prepared and performed during the research.The frequency and percentage tables, Gomes Howell from the Post Hoc test and Pearson Chi Square test were conducted to analyze the data collected.At the end of the study the following results were found, the social economic status of the families does not affect the relationship between the teachers and the parents of the students. However, the social economic status of the families affects the contribution of the families on learning the reading and writing of the students.The students from the low social economic status (SES) the performances in reading speeds, reading scores, comprehension skills, writing scores, reading a number of words in a minute are lower than the students from the medium or high SES. Besides, the students from the high SES and the private school do not have reading difficulties but the students from medium and low SES have reading difficulties. The reading and writing achievement of the students decrease from the high SES and the private schools to the low SES schools. In conclusion, social economic status of the primary school first grade students affecting the achievement of writing and reading has been ascertained at the end of the study.Keywords: Socioeconomic Status, Reading-Writing Instruction, School-Parents Relationship, Primary School Education.