Evaluation of turkish course teaching programs and textbooks in the context of critical reading (1929-2019)

Abstract The aim of this study is to determine the reading outcomes of the Turkish curriculum published between 1929-2019 and the reading activities in the 6th grade Turkish textbooks according to the critical reading criteria. In the study in which document analysis, one of the qualitative research methods, was used, 'Critical Reading Criteria' determined by Aydın (2016) was used as a data collection tool. The data obtained were analysed with descriptive analysis approach. The study was limited to the reading activities in 6th grade Turkish textbooks and two stories from each book. When the reading-comprehension activities in the Turkish textbooks were examined, it was determined that there were no Turkish textbooks that met all of the critical reading criteria, the activities in the Turkish textbooks were insufficient to meet the critical reading sub-criteria and the activities were not prepared in a qualified way when the items of the critical reading sub-criteria were examined. When the reading outcomes of the Turkish language teaching programmes examined are examined within the framework of critical reading criteria, it is determined that although there are some improvements compared to the textbooks, the outcomes are insufficient and the developments in the programmes are not reflected in the activities in the textbooks. In this context, it is recommended that critical reading outcomes in Turkish curricula and activities to develop critical reading skills in Turkish textbooks should be increased in a qualified way, and Turkish curriculum and textbooks should be complementary to each other. 0000 0002 9371 0196 Keywords: Turkish curriculum, Turkish textbooks, critical reading, reading activities, reading outcomes.