The relationship between the level of critical thinking skills and the level of reading comprehension success of 4th grade students in elementary school

The aim of this study was to investigate the relationship between the critical thinking skill levels of primary school 4th grade students and their reading comprehension achievement status. Therefore, the screening model was used in the research. The universe of the study includes the 4th grade students in the Battalgazi district of Malatya. The research sample is composed of 702 primary school 4th grade students in Battalgazi district of Malatya province. "Critical Thinking Scales" developed by Demir (2006) and "Reading Comprehension Achievement Test" and "Personal Information Form" developed by the researcher was used. These forms were used as data collection tools. SPSS 22.0 program was used to analyze the data. As a result of the study, it was concluded that the 4th grade students had a medium level of Critical Thinking Skills. When the sub-dimensions of Critical Thinking scales are considered, it is determined that the students have high level analysis and evaluation skills, medium level inference, interpretation, explanation and medium level self-regulation skills. In the research, it was determined that the 4th grade students had a middle level reading comprehension achievement status. According to the gender variable, female students' critical thinking skills scores and reading comprehension achievement status were found higher than male students. As the socio-economic level increased, it was determined that the students' Critical Thinking Skill scores and Reading Comprehension Achievement Status increased. As the education level of parents increased, critical thinking skills scores and reading comprehension success increased. It was concluded that Critical Thinking Skills scores and Reading Comprehension Achievement Situations increased when students' general academic achievement grade points increased. When the number of the story books that the students read increased, it was concluded that Critical Thinking Skill scores and Reading Comprehension Achievement Situations increased. It was determined that there was a positive relationship between the sub-dimensions of Critical Thinking and Critical Thinking (Analysis, Evaluation, Inference, Interpretation, Explanation, Self-Regulation) and Reading Comprehension Achievement Situations. Key Words: Critical Thinking Skills, Reading Comprehension Status, 4th grade students.