Özet:

The aim of this study is to determine the impact of pre-school education on the first reading and writing success. The application of the research was done on 116 primary school first-class students studying in selected primary schools with easy sampling technique from the state primary schools in the province of Erzurum. The research data conducted in the visual scan model was obtained using the "student information form", "read scale" and "writing scale". The analysis of data used Differential Tests (independent sample t-test in two groups, and one-way ANOVA test in three or more groups). The results of the study can be summarized as follows: There are significant differences between the first reading and writing achievements of primary-school first-class students who receive pre-school education and who do not receive pre-school education. Students who receive pre-school education are more successful in first reading and writing. Primary school in first class has no influence on gender, first reading and writing success. The socio-economic levels of primary school first-class students influence students' first reading and writing successes. Students with high socio-economic levels are more successful in first reading and writing than other students. Primary school first class students have significant differences between their mother or father education levels and their first reading or first writing achievements. As the mother or father education levels of students rise, the first reading or first writing successes also rise.

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