Abstract:

The purpose of the study was to investigate fourth-grade primary school students’ anxiety levels of reading and writing in terms of various variables, and to determine the relationship between reading anxiety and writing anxiety. This study adopts a relational screening model and students’ reading and writing anxiety were investigated in terms of gender, mother’s and father’s educational levels, having preschool education and reading habit. The sample of the study consists of 317 fourth-grade students in a primary school in Sincan, Ankara. The data were collected by using “Personal Information Form,” which was formed as a result of the literature review, by “Reading Anxiety Scale,” which was developed by Çeliktürk and Yamaç (2015) in order to determine primary and elementary school students’ anxiety towards reading and by “Writing Anxiety Scale,” which was adapted into Turkish by Özbay and Zorba (2001). According to the findings of the research, fourth-grade primary students’ reading anxiety were found insignificant in terms of gender, and mother’s and father’s educational level; however, found significant in terms of having preschool education and reading book every day. According to the other findings, fourth-grade primary students’ writing anxiety were found insignificant in terms of mother’s and father’s educational level; however, found significant in terms of having preschool education, reading book every day and gender. It was determined that there were a positive and moderate relationship between reading anxiety and writing anxiety.

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