The efficiency of ?visual reading and visual presentation? learning field which is applied on the grades 1-5 in primary education in reaching the attainments of Turkish language instruction.

The purpose of this study is to determine the efficiency of ?Visual Reading and Visual Presentation? learning field which is applied on the grades 1?5 in Primary Education reaching the attainments of Turkish language instruction through teachers? opinions (the examples of Bingöl, Elazığ, Diyarbakır ).In the frame of this purpose, answers to the following questions were sought.1.What are the opinions of the teachers teaching Turkish to the grades 1?5 in Primary Education about the efficiency of ?Visual Reading and Visual Presentation? learning field in practice?2.Do the opinions of the teachers teaching Turkish to the grades 1?5 in Primary education about the efficiency of ?Visual Reading and Visual Presentation? learning field that is included in Turkish instructional curriculum in reaching the attainments change according to;a.Gender,b.Seniority,c.The type of the school from which they are graduated?This is a descriptive study. The population in the study is the classroom teachers of 1-5 grades in Primary Education, those are working in the schools dependent upon Ministry of National Education( MoNE) and located in the city centers of Bingöl, Elazığ and Diyarbakır in the academic year 2006-2007; and the sample is, 550 class teachers of 1-5 grades in Primary Education, who are believed to have the quality to represent the population and working in the schools dependent upon MoNE and located in the city centers that the questionnaire was applied.Data were obtained with the questionnaire improved by the researcher and analyzed with SPSS programme. In the analysis of the data, arithmetic mean, frequency, percentage, ?t? test, variance analysis, Kruskal-Wallis test, Mann Whitney U tests were used. Findings that are obtained from the data analysis are as in the following:1. Teachers found visual reading and visual presentation learning field sufficient in terms of providing diversification in method and techniques, providing retention to knowledge based on visuality, however they found the schools insufficient in terms of having opportunities and equipments for the effective application of visual activities.2. Teachers considering that the absence of visual reading and visual presentation learning field in the previous curriculum was a defect find the inclusion of this new learning field into the curriculum for the first time beneficial.3. Teachers adopt that visual activities do not limit the pupils in terms of using other senses. Besides teachers graduated from education faculties adopt this idea less that teachers graduated from institutions of higher education.4. Teachers believe that visual reading has a positive effect on fast reading.5. Teachers adopt that visual reading facilitates the comprehension of knowledge through diagrams and graphics, causes pupils attain creative thinking skills, makes them express themselves more effectively and visual reading improves their skills of entrepreneurship and communication. Also, teachers graduated from education faculties adopted the opinion of that visual reading motivate pupils for learning less than the teachers graduated from faculties of art and science.6. Teachers stated that they had difficulties in putting new curriculum and visual reading into practice and they also needed in-survive training.7. Teachers found the activities in course books inadequate in terms of quality, they clarified that these activities should have been appropriate for student participation and that illustrations especially should have been visuals addressing to the imagination and creativity of the pupils.Key Words: The new Turkish Language Curriculum, Visual reading, Visual presentation, Visual literacy