Abstract:

It is known that language skills are divided into two basic areas in general, the receiver and the expression language. Reading and listening/looking language skills are one of the expressive language skills based on narrative and speaking. Academic and functional language use process of reading to understand; writing is seen as part of the narrative-based language skills, but these two skills have a number of similar characteristics, such as being basically related to the written language and based on a formal education. Moving from these similarities, the nature of the relationship between reading and writing skills has prepared the ground to study. The aim of the study in this context is to study the relationship between the reading and writing skills of primary school fourth grade students. The research work group has formed 141 fourth-class students who are studying in 3 different primary schools in the center of Kayseri in the 2018-2019 educational year. In the creation of the work group, a easy-to-access sample method has been used to speed the research. In the collection of data related to the success of students in understanding what they read, the "Test of understanding what they read" developed by Kocaarslan (2015) and the "6+1 Analytical Writing and Evaluation Scale" developed by Özkara (2007) in the assessment of written narrative skills. This study, a correlational (relational) study designed in a visual model, used explanatory and indicative analyses in determining the relationship between the reading and writing skills of primary school students. The data were analyzed with the use of the Pearson moment breakthrough correlation ratio in the simple linear regression analysis and determination of the relationships between reading success and writing success subdimensions in relation to writing success by reading success. According to the research, it was found that understanding what you read influences the written narrative success in a positive direction and that 35% of the total variation of writing success is explained by reading success. On the other hand, the students' writing successes have been found to be related to their reading successes in ideas, style, word selection, phrase fluency, imla and presentation sizes in a positive direction and a medium level; in the organization size they are related to a positive direction and a low level.

Keywords: