In this study, it is aimed to examine the reading status of first-grade students, who had to receive their first reading and writing education in the 2020/2021 academic year mostly with distance online education due to the COVID-19 pandemic, according to their end-of-year scores. For this purpose, descriptive survey model was used. The sample of the study consisted of 104 primary school first grade students who were determined by the stratified purposive sampling method, taking into account the differences in distance online and face-to-face learning in settlements (city, district, town and village). As a data collection tool, the text "Red Balloon" from the primary school first grade Turkish textbook was used. The collected data were analyzed by using the "False Analysis Inventory" for reading aloud. As a result of the analysis of the data; In the 2020/2021 academic year, it was seen that about 12% of the participants, who had to learn to read and write for the first time through distance online education, were at independent level reading, 8% at instructional level reading, and 81% at frustration level reading. It was also found that many participants had reading problems such as spelling, pausing, self-correction, and slower-than-anticipated reading.
COVID-19, pandemic, distance education, online education, reading-writing education