The relationship of multiple intelligence fields of primary school first grade students with their reading-writing skills

The purpose of this research is to determine the relationship between the multiple intelligence profile of first-year students and their literacy skills. screening model was used in the research.The study group of the research consists of 50 first grade students of a private school in the province of Isparta in the 2021-2022 academic year. The data of the research, 'Reading Prosody Rubric' adapted by Yıldız and Ateş (2009), "Holistic Scoring Guideline for Story-Writing for Primary School 4th Grade Students" developed by Kuşdemir and Bulut (2018), 'Multidimensional Legibility Form' adapted by Yıldız, Yıldırım, Ateş and Çetinkaya (2009), 'Multiple Intelligence Inventory' developed by Sue Teele and the 'Reading Start Dates Follow-up Form' prepared by the researcher. Data analysis was done with SPSS 22 program. In the analysis of the data, frequency, percentage, arithmetic mean, standard deviation, t test, Spearman correlatıon analysıs and Kruskal Wallis were used. According to the results of the research, a statistically significant, low level and positive relationship was obtained between Verbal-Linguistic intelligence scores and free writing scores (r=0.369, p<.01). There was a statistically significant, moderate and positive correlation between verbal-linguistic intelligence scores and free writing scores (r=-0.222, p<.05). When writing skills are examined, there is a weak negative correlation between the scores obtained from the mathematical field of the intelligence scale according to the legibility level (r=-0.298, p<.05). A positive, weak and significant relationship was found between legibility scores and musical-rhythmic intelligence scores (r=0.294, p<.05). The research attempted to reveal the relationship between writing skills and multiple intelligences