Özet:

The purpose of this study is to identify the problems that students who do not have a mother-in-Turkish and have not received a pre-school education experience in the first reading and writing learning process. In the conduct of the research, the "buried pattern" was preferred from the karma methods. In obtaining the data, researchers developed the "open-end question survey" and the scale of "Teacher's Trends Measurement (ADILKÖ) on the Impact of Pre-School Education on the Learning Process of Reading and Writing in Students Without the Mother Language Turkish" were used. The study was carried out by 176 teachers, and the qualification was carried out by 35 teachers. In the process of content analysis applied to quality data, the topics were achieved "sensitive stage, visual reading, self-expression, understanding guidelines, writing skills". 15 of the teachers pointed out that pre-school education has a positive impact on the level of prepared attendance of non-Turkish students. Teacher perceptions about the first reading and writing learning achievements of students in pre-school education do not show a significant difference according to their gender, class presence and job places, while a significant difference according to their backgrounds.

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