Individuals with cooperative learning skills, which are among the most important skills of the 21st century, can use higher-order thinking skills more effectively and be more successful in managing human relations. Thus, they can have the skills to reveal their own potential and manage a business together. In this process, reading and reading comprehension skills, which are basic learning ways, play an important role. Because individuals who can make sense of what they read and manage their lives in cooperation in this direction can reach real quality. Gifted children show different developmental characteristics compared to their peers. While these development processes are fed with education, it is important to determine their current situation so that they can acquire the skills required by the age. Considering these situations, it was aimed to determine the relationship between reading comprehension skills and cooperative learning skills of 6th grade students with gifted and nongifted, and the relationship between some demographic information and reading comprehension skills and cooperative learning skills. In this study, which is based on the relational screening model, a total of 290 sixth grade students, 94 of whom are gifted and 196 of whom are nongifted, were determined as the sample group. The study was carried out in 2 BİLSEM and 3 public schools in Istanbul in the 2022-2023 academic year. According to the data obtained as a result of statistical analysis, there is a significant relationship between cooperative learning and its sub-dimensions in both groups. While there is no significant relationship between the number of books that gifted students read annually and their reading comprehension skills, there is a significant relationship between the number of books they read annually and their reading comprehension skills of nongifted students.

Giftedness, cooperative learning, reading, nongifted