In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading comprehension, reading errors were determined by "The Informal Reading Inventory", and their visual perception levels were determined with "Developmental Test of Visual Perception-2". Data was coded in SPSS version 22.0. As a result of the study, the majority of students was identified at the level of anxiety while thirty four students was identified at the instructional level, it was also seen that there was no student at an independent level. Instructional level students had higher reading speeds and reading comprehension than anxiety level students significantly. Anxiety level students had higher reading error rates than instructional level students significantly. It was seen that instructional level students having higher reading levels had significantly higher general visual, motor-independent, and visual-motor perception than anxiety level students. While anxiety level students were above average, instructional level students are superior all visual perception abilities.There is a positive meaningful relationship between the all levels of visual perception, and reading speed, reading comprehension. As first grade students' general visual perception, motor-independent visual perception, and visual-motor perception scores increased, reading speed and reading comprehension increased, reading error scores decreased.