Examining the relationship of the videos in the EBA reading, writing module with the Turkish lesson curriculum

The main purpose of this study is to determine the coordination of the course videos of the Primary School Reading, Writing module within the Education Informa-tics Network, a social education platform created by the Ministry of National Educa-tion, with the Turkish Course Curriculum. The data of the research were obtained from the videos of the year 2020 of the Primary School Reading, Writing module in the Education Information Network (EBA). In this context, 43 videos and 19 teachers in these videos were evaluated according to the criteria in the Turkish Lesson Curricu-lum. Related videos were watched twice by the researcher and were also watched by the co-coder to increase reliability. This study is a qualitative study; The data obtained from the videos were analy-zed with the document analysis method. As a result of the study, the compatibility of the content of the videos in the Education Information Network with the acquisitions and practices in the relevant curriculum was examined. It was observed that the neces-sary reminders were not made in the first literacy preparation stage, the identification of students with disabilities within the scope of listening training activities was in-complete, and some activities such as line and painting exercises necessary for the development of the little finger muscles were not included. It has been determined that punctuation marks and reinforcement studies are insufficient and there are deficiencies in the applications in the fluent reading studies section. Accordingly, the contents; It has been determined that the acquisitions and applications do not meet exactly and there are inconsistencies between the content and the videos.