Özet:

The purpose of this research is the epidemic disease in the process of the COVID 19 Pandemic, which started in Wuhan, China in December 2019, forced all countries in the world to change in the fields of health, sports, culture, social and education. It explains the effect of teaching through live lessons on the first reading and writing achievements of primary school 1st grade students in the 2020-2021 academic year. The pandemic process has affected education in all its aspects. However, it mostly affected face-to-face education. The fact that countries and regions have different technological infrastructures, different levels of ownership of basic equipment, and the service networks of the informatics sectors were caught unprepared for the process, creating an inequality of opportunity in education. Quantitative research methods were used in this study. Data were collected from 172 primary school teachers in the city center and rural areas of Adıyaman, using the 5-point Likert method. Problems regarding the distance education process, technological infrastructure, having equipment, and the perspective and perception of teachers, students and parents about distance education were monitored. In addition, the comparison of the central district and the rural area was observed. Although distance education, live lessons are effective and efficient in higher education and secondary education, it has been observed that the desired efficiency in reading and writing teaching in primary school 1st grades cannot be achieved and this has created stress for students, teachers and parents. It has been determined that there is a significant difference, especially in writing skills, between the learning of the students who receive parental support and those who do not. It has been determined that there are major deficiencies in teaching reading skills through live lessons compared to face-to-face education.

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