Comparison of text processing procedures of tale and fable in primary Turkish course books used from grade 6 to 8 which were prepared in accordance with 1981 and 2005 turkish curricula

This study aims to compare text processing procedures of tale and fable in primary Turkish course books used from grade 6 to 8 which were prepared in the frame of curricula in 1981 and 2005.The Turkish curriculum was used without doing any change from 1981 to 2001. The curriculum was changed in 2005 and a new Turkish curriculum has been in use from 2006. The reasons for developing a new curriculum are that the old one does not meet needs of our age and keep up with the changing technology, and also it covers traditional teaching methods instead of modern teaching methods. Course books which are regarded as reflections of curricula are the most important materials in terms of integrating curricula. As teaching methods change, course books which are prepared according to curriculum?s philosophy are also changed. While a single book was used according to the curriculum prepared in 1981, there are three course books in use according to the one prepared in 2005.In this study, the scanning method was used and text processing procedures of tale and fable in nine primary Turkish course books used from grade 5 to 8 which were prepared in the frame of curriculum in 1981 and nine primary Turkish course books used from grade 5 to 8 which were prepared in the frame of curriculum in 2005 were analyzed and compared.It was found out that text processing procedures of tale and fable used in Turkish course books prepared in the frame of curriculum in 2005 are more effective in extending vocabulary, improving perception and comprehension skills, gaining high level cognitive and affective skills. Besides, Turkish course books prepared in the frame of curriculum in 1981 are much richer in introducing authors and genres as compared to the one in 2005.