Özet:

People are always curious about events during their lifetime. In order to satisfy the curiosity of man, reading is a more important necessity than writing. By being literate, a person shapes his or her life. The main aims of first reading and writing instruction is to gain basic language skills such as listening, speaking, monitoring and comprehension by using appropriate methods (Cemaloğlu ve Yıldırım, 2008; Kavcar, 1995; Şahin, 2005; Üredi, 2008). One of the factors affecting reading and writing is socioeconomic level of learners. Children who have disadvantegeous conditions regarding to their socioeconomical levels generally are under average in academical achievement. The main reason for this inefficacy is the lack of previous knowledge. Parents’ educational and cultural background is also another significant factor in success. Educated parents support their children, in their school lives whereas parents who are not adequately educated experience problems in helping their children as it should be (Kıncal, 1993). Starting primary school is an important milestone in a child’s life since he or she first encounters activities required for programmed instruction. He or she has to cary out instructions in line with a certain plan during learning and teaching process. Therefore first grade (K1) is an important step to direct attitudes toward reading (Oktay ve Unutkan, 2005). That’s why the present study aims to determine the effecet of parents education status, the level of income, gender and teacher variable which are considered important on first grade students’ reading, writing and reading comprehension levels. The problems students encounter when they start primary school, different variables which have direct or indirect effects on their acamedic achievement are investigated. Today in modern society, the importance of being literate has increased and the literacy ratio is considered as a measure for contemporary improvement. To be a functional member of a society, create a free and participant personality and gain a contemporary view are possible withing being literate (Çelenk, 2005).  Method This study is descriptive and conducted in survey model. The study was conducted in 2014-2015 academic years in Düzce, Akçakoca with 347 first grade students. Data was collected through student information form, reading, dictation, reading comprehension scales and teacher information forms. The data was analysed with statistical package program and by Kruskal Wallis, Mann-Whitney U tests. Findings and Discusion When the findings about the effects of parents’ educational status are taken into consideration in first reading and writing instruction it can be seen that the students whose parents are graduates of tertiary education scored higher in tests about reading, writing and reading comprehension. The parents of the students who had the lowest scores were just literate. Reading and reading comprehension tests scores again were analysed according to parents’ income and it is concluded that the students whose income level were above 2001 TL had the highest, and students whose income level were between 501-1000 TL had the lowest scores. No significant difference was observed between income level and writing scores. When the relation between professional seniority of teachers and reading and writing test scores were examined, no statistical significance occurred. However, in reading comprehension test the students whose teachers have 11-15 years of experience had the highest results. Students whose teachers have 6 – 10 years of teaching experience had the lowest scores. When the gender variable was investigated, there is no significant difference in reading scores but writing and reading comprehension test scores showed a significance difference in favour of female students. 

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