Investigation of reading, writing and reading comprehension levels of first grade primary students according to different variables

In this research, it is aimed to study the reading, writing and reading comprehension levels of first grade primary students according to different variables. This research which includes other variables as well (preschool education, parents' education, status of income, students'gender, teacher variables) aims to investigate the effects on students' reading, writing and reading comprehension skills in the process of primary reading and writing instruction, It has been based on quantitative method and its study group consists of 347 first grade students who studied in the primary schools of Akçakoca town of Düzce district in 2014-2015 educational year. The data has been collected through Student Identification Form, Reading Scale, Writing Scale and Reading Comprehension Scale. In addition, the information about the teachers teaching each class have been obtained by Teacher Identification Form. The Packet Statistics program is used in the analysis of the data. Kruskall Wallis, Mann-Whitney U Test have been carried out. This research in which survey model has been used, the points that students scored related to reading, writing and reading comprehension have been analyzed with Kruskall-Wallis test on 60-66 months, 67-69 months, 71 and over months old schooling age groups. The reading comprehension success of 72 and over months old children was higher. As a result of the Mann-Whitney U test which was carried out to compare reading, writing and reading comprehension skills in terms of attending preschool education, it is seen that the ones who attended preschool education were more successful in all skills. As a result of the Kruskall-Wallis test which was carried out to study the students' scores in reading, writing and reading comprehension skills according to the parents' education, it is seen that as the parents' education status got higher, the students' reading, writing and reading comprehension skills got better. The same test was carried out to compare the reading, writing, reading comprehension skills and status of income, according to the relationship between reading, reading comprehension, as the status of income got higher the reading and reading comprehension skills scores got higher. There was no significant difference between students' writing skills and the parents' level of income. As a result of the same test that was carried out to evaluate the students' scores in reading, writing and reading comprehension skills according to the teachers' professional experience, the students of the teachers having 11-15 years of professional experience were observed to have higher reading comprehension skills. The evaluation of students' reading, reading comprehension and writing skills according to gender was analysed through Mann-Whitney U Test. As a result of this, it is seen that girls have higher writing and reading comprension skills. There was no significant difference between girls' and boys' reading skills. The data obtained from The Student Identification Form, Reading Scale, Writing Scale and Reading Comprehension Scale have been analysed and when 60-66 months old, 67-71 month old,72 and are compared, 60-66 months old group's level of preparedness were not sufficient to start school. It can be concluded that especially 60-66 months old and 67-71 months old students would experience many difficulties if they start school without preschool education since they will be taught in heterogenous classes. It has been concluded that the education of parents affects student success in primary reading and writing activities. The status of income of the family seems to affect reading and reading comprehension levels of students in a positive way. Teachers who have 11-15 years of professional experience were more successful in teaching students reading and reading comprehension and girls were more successful compared to boys in writing and reading comprehension.