The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.
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