Correlation between reading comprehension skills in Turkish classes and problem solving skills in math classes of primary school 4th grade students

Reading and reading comprehension studies are significantly important in our learning experience. Beginning from primary school and continuing throughout students' educational life; the process of reading comprehension regarding studies and actions plays an effective role in achieving information an goals. Obtaining the reading comprehension skills begin with Turkish classes and these skills continue to be used in all other classes by time. According to researches; pre-condition of obtaining information from the written sources is to have the reading comprehension skill. In math classes which students often express its challenges throughout their educational life, one of the problem solving steps is to read and comprehend the problem. Therefore, this raises the question of what kind of relationship there can be between problem solving skills and reading skills. In this context, this study investigates the correlation between reading comprehension skills in Turkish classes and problem solving skills in Math classes. In the research, action research method which is one of the qualitative research methods was used. Conducted with 4th grade students who are studying in a primary school which is a state institution in Efeler district of Aydın province, in this study the students were studied by examining the standard exams of classroom teachers and determined in the light of the opinions of the classroom teacher. In the study, the students who were behind the class were selected according to the exam results and teacher opinions. The purpose of choosing students who were academically behind the class is the desire to observe the processes of change in the student more easily and clearly during the research. Within the scope of the action plan prepared, 8 activities towards target achievements were implemented. Interdisciplinary transitions were used in the activities. After each activity, individual interviews were conducted with midterm exams and the results were analyzed. According to the results of the analysis, the action plan was rearranged in accordance with the needs of the students and the conditions of the educational environment. When the evaluation results of theactivities carried out with the students for 16 weeks; It was found that there is a relationship between reading comprehension skill in Turkish class and problem solving skill in mathematics class. Arrangements and practices for reading comprehension skills have improved problem solving skills, facilitated students' understanding of the problem and increased their success. In the study, the remarkable results were in the case that some misleading and technical errors in the first grade of the primary school in which reading skills are obtained became permanent. While learning experiences are planned; it was realized that it is important for teachers to use different methods and techniques, taking into account the individual differences of students, and the active participation of students also significantly important. In this study, it was possible to observe the effects of educational experiences on the student according to the constructivist approach. The activities within the scope of the action plan prepared for the development of reading comprehension skills aimed at the coexistence of mathematics and Turkish classes and experienced a rare application in this field. The positive and negative aspects of this practice are discussed. In the program, the effects of in-depth study of certain topics on learning, and the relationship between time and program scope are presented to the readers' assessment. KEYWORDS: Problem solving, reading comprehension, functional literacy, action plan