Özet:

The purpose of this research is to study the relationship between reading motivation and writing skills and to study them in a comprehensive manner, based on the connections with various variables. The study group consists of 264 primary school fourth-class students selected from schools located in different socio-economic environments. The data of the study was collected through the Reading Motivation Scale, Integral Writing Assessment Form and Personal Information Form. This study, which studies the various variables affecting reading motivation and writing skills, has achieved the following findings: a positive and meaningful relationship between reading motivation and writing skills has been established. It has been shown that reading motivation is influenced by the gender, time of reading, socio-economic environment, and family reading variables at home, but it has not been influenced by the educational status of parents and pre-school education variables. Writing skills are influenced by gender, parent education, socio-economic environment and pre-school education variables, but they are not influenced by the time of reading and the time of reading with the family. Based on these findings, recommendations have been made on the need for students to provide reading motivations in the family and school environment, the development of home literature work, the need for school guidance services to conduct work related to motivation.

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