Özet:

This study aims to understand that high school 8th grade students are reading and to study scientific achievements in terms of some variables. The research was carried out in the framework of the relational scan model. The sample of the study in the 2018-2019 educational year is made up of 152 8th-class students located in the center of the province of Van and affiliated with the Ministry of National Education; from schools with lower, middle and upper socio-economic level, determined through "sistematic random (catal) sample". The research has been used for the purpose of collecting data for the Science Success Test and the Understanding of Reading Success Test. In the analysis of data, the SPSS 22 package program was used. For students to understand what they read and to study some variables in terms of science achievements, the Pearson Moments Interface Correlation Score was calculated as well as the Frequency (f), Percentage (%) and the obtained data were tested as homogeneously distributed or not, the Varyans Analysis (ANOVA) analysis was carried out. The results from the research data showed that there was an average similarity between understanding that students read and scientific achievements (r=0.57, p=0.003). There has been no meaningful difference between the student's success in understanding whether it's difficult to read when solving the question or not, according to the situation variable and the socio-economic level variable. Students find it difficult to understand whether they read while solving the question and there is a meaningful difference between the scientific achievements according to the situation variable and the socio-economic level variable. There is no meaningful difference between students’ success in understanding that they read according to gender, type of book and frequency variables of reading. Again, it has been revealed that there is no significant difference between science success according to the gender, type of book and frequency of reading.

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