Analysis of 2023-2024 High School Transition System (LGS) exam questions in terms of reading comprehension and interpretation skills

In this study, the questions of the High School Transition System (LGS) exams applied in 2023 and 2024 were evaluated in terms of reading comprehension and interpretation skills. The aim of the study is not limited to the Turkish course, but also to reveal the relationship between the questions of Mathematics, Science, Turkish Revolution History and Kemalism, and Religious Culture and Moral Knowledge courses with literacy-based skills and to perform an interdisciplinary analysis. In the study based on qualitative research design, evaluation forms based on expert teacher opinions were used as data collection tools and the data obtained were analyzed by descriptive analysis method. The findings show that many questions in the LGS are directly, indirectly or in a mixed way related to the reading outcomes in the Turkish Language Teaching Program. While reading and interpretation skills are directly measured in verbal courses such as Religious Culture and Moral Knowledge and Turkish Revolution History and Kemalism, these skills are used indirectly in numerical courses such as Mathematics and Science in order to understand the context of the problem, interpret graphs or tables and determine a solution strategy. In addition, when the years 2023 and 2024 were compared, no statistically significant difference was observed in the achievement distributions. This indicates that the structure of the LGS exam shows consistency and is largely aligned with the learning outcomes specified in the Turkish Language Curriculum. Keywords: Interdisciplinary Literacy, LGS, Reading Comprehension and Interpretation Skills, Assessment and Evaluation, Turkish Language Curriculum.