Examining the reading comprehension levels and reading speeds of second grade primary school students in terms of different variables.

There are many variables other than age and pre-school education that may affect children's reading comprehension levels. For this reason, the main purpose of this study is to examine the educational level of the parents, gender, daily play time, daily tablet, phone time and TV watching time, daily packaged food consumption, breakfast consumption, presence of stimulants while reading at home, presence of other book readers at home and sleep time, which are considered to have an effect on the reading comprehension levels and reading speed of second grade primary school students. This research is a descriptive study and is in the survey model. In data collection; "Reading Speed Determination Form" was used to determine the number of words that students read in one minute and "Reading Comprehension (Text Paragraph) Test Scale" developed by Obalar (2009) was used to determine the reading comprehension levels of students. In addition, the "Parent Interview Questionnaire Form" developed by the researcher was used to obtain some information about the student and his/her family. In the study, data were collected from 354 second grade students studying in a total of 6 primary schools, 4 public primary schools in Arifiye district, 1 public primary school in Adapazarı district and 1 private primary school in Serdivan district in Sakarya province in the 2022-2023 academic year. The data were analyzed with the help of SPSS 25.0 program and the following findings were obtained: The reading comprehension scale scores and reading speeds of second grade primary school students show a significant difference in favor of female students according to the gender variable, in favor of those who receive pre-school education according to whether they receive pre-school education or not, in favor of those with higher education level according to parental education level, and in favor of those who prefer a quiet environment according to the environment they prefer while reading at home. There is a significant difference according to the time spent with technological devices (tablet, TV, phone) per day. As the duration of using technological tools decreases, reading comprehension score and reading speed increase. A significant difference was also found according to the daily sleep duration variable. As sleep duration increases, students' reading comprehension levels and reading speed increase. There is a significant difference according to the variable of daily packaged food consumption. As packaged food consumption decreases, students' reading comprehension scores and reading speeds increase. In addition, a moderate, positive and significant relationship was found between reading comprehension achievement scores and reading speeds of second grade primary school students.