Many educational stakeholders have an impact on education in the first-grades in general and on the first literacy teaching process in particular. The stakeholders of this process are the education program, the school and the environment, the teacher, the student, the characteristics and readiness levels, and the parents in the family. All these stakeholders, separately or together, have more or less, positive or negative effects on the process. Family is an important stakeholder today and its effects on children's school success have increased considerably. Parents who are the teachers outside the school must be in effective communication and cooperation with the school and the teacher. In this context, this research is of special importance to determine the parental impact on the first literacy teaching. The general purpose of the study is to determine the parental impact on the first literacy teaching process through the evaluations of teachers in line with the research conducted on this subject and to create suggestions for stakeholders. The research was carried out with qualitative research method and as a case study from qualitative research designs. A semi-structured interview form consisting of 6 open-ended questions prepared by the researcher were used for data collection. The research was conducted by interviewing 12 classroom teachers, who volunteered to participate in the study, working in public primary schools in Istanbul in the 2020-2021 academic year. Teachers were selected with the appropriate criteria and sampling method. From the qualitative data analysis techniques, de-

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The purpose of this study is the determination of reading comprehension levels of fifth grade's students who learned to read and write with the sentence method. With the program of 2005, it has been amended in the first reading and writing method. In the teaching of first reading and writing, it was passed to the sentence method instead of sound based sentence method. Fifth grade students in this study can be considered as the last group of students who learned first reading and writing with the sentence method. This research carried out by the group who is a total of 1000 students who studying in the primary schools in Üsküdar, Kadıköy, Ataşehir, Ümraniye, Bahçelievler, Bayrampaşa in İstanbul. Both quantitative and qualitative methods were used in this study. The application of research has been done in the 2008-2009 academic year. Achievement Test which developed by researchers were applied to fifth grade students in the elementary school. The test consist of a total of 15 questions.10 of the questions are multiple-choice questions (closed-end) and 5 of the questions are open-ended questions. The open-ended questions were applied to 50 students who randomly selected students from thousand students. The percent of correct answer to 10 multiple-choice questions of students is 77,12 %. The percent of wrong answer is 22,09 %. The percent of blank answer is 0,79 %. The percent of correct answer to 5 open-ended questions of students is 34 %. The percent of wrong answer is 32,4 %. The percent of blank answer is 34,4 %. In terms of students' reading comprehension skills, it is seen to be more successful multiple-choice questions than open-ended questions.

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