Abstract
In this study, the relationship between reading attitude and reading comprehension level and non-routine problem-solving success of primary school fourth-grade students were examined. The sample of the study consists of 120 students studying in the fourth grade of an elementary school in Dulkadiroglu District of Kahramanmaras Province. The research method is relational scanning model. In the analysis of the data, correlation analysis was used to look at the relationship between reading attitude and reading comprehension level and non-routine problem-solving success. To see whether there was a statistically meaningful difference between reading comprehension level and non-routine problem-solving success T-test was used. At the end of the study, a positive low-level relationship was found between reading attitude and reading comprehension level and non-routine problem-solving success. It was concluded that there was a statistically significant difference between reading comprehension level and non-routine problem solving success.
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