Reading skilss and PISA in Turkiye: A meta-synthesis study

The aim of this study is to systematically compile and analyze studies conducted in Türkiye between 2018 and 2024 on PISA and reading skills using qualitative and mixed methods, using the meta-synthesis method. The scope of the study consists of 16 postgraduate theses and articles published during the specified period that address PISA and reading skills using qualitative and mixed methods. In this study, the meta-synthesis design was used from among qualitative research methods; the data were analyzed using thematic analysis techniques to reveal common themes, conflicting findings, and recommendations. The results of the study showed that PISA-focused studies in Türkiye are predominantly based on document reviews and that field-based studies such as teacher-student studies are limited. The findings revealed that PISA is used as a benchmark for evaluating the fundamental elements of the national education system. In these evaluations, where PISA is used as a benchmark, it was determined that LGS Turkish questions, curriculum outcomes, and textbooks do not sufficiently meet the higher-order reading skills targeted by PISA. Furthermore, the differences observed in teachers' perceptions of PISA assessment criteria and research findings regarding the adequacy of LGS Turkish questions are among the notable contradictions in the literature. This meta-synthesis provides a holistic view of the literature by presenting the basic research trends, methodological orientations, results, and recommendations of studies conducted in Türkiye on reading skills.