Examination of the mistakes made by primary school students in writing and their literacy levels

The purpose of this research is to examine the writing failure and writing readable levels of primary school students in terms of various variable (grade level, gender, socio-economic level) . This research is conducted in the descriptive scanning model. The study's extend is conducted in the first, second, third and fourth grade students who are studying in Nizip and Karkamış districts of Gaziantep Province in 2016-2017 educational year ; The samples consists of 220 students who are educated in sub-middle-upper socio-economic level selected by stratified sampling from this universe. The data are collected using 'Spelling Error Evaluatin Scale', 'Multidimensional Readability Scale ' and dictation text. Students' writing mistakes are depicted using percentage and frequency ; writing legibility levels are tested by indepented groups T test and analysis of one way variance. According to the findings are obtained from the research; it has been observed that primary school students generally made mistakes in the direction of writing the letters in accordance with lines, correcting the beginning and ending places of the letters and making the extensions of letters appropriate. In addition, it is determined that there are sufficient letters in the words ,mistakes in the legibility of the words, missing or unnecessary letter in the words, forgetting the letters in the word and errors in the lines that should be. When examined in terms of sentences , it has been found that there are errors in using punctuation marks correctly and headlines, the distances between the sentences are sufficient. When the texts are examined as a whole, it has been seen that in the prevervation of inclinaction throughout the writing , text can be written in oblique ,th general aesthetic of the text is found and the mistake is made not to develop a peculiar style. At the literacy level of the students' writing ; there is a significant difference in favor of female students in the second and fourth grade ; there is no significant difference between first and third grade students. In addition, according to the socio-economic level, there is a significant difference in the first, third, and fourth grades in favor of students with good socio-economic level.