An analysis of primary school Turkish textbooks in terms of critical reading skills

Abstract

Objective: The purpose of this research is to determine the activities related to gaining critical reading skills included in the activities of reading texts of primary school (1st, 2nd, 3rd and 4th class) Turkish textbooks. Method: In this study, which was carried out with an analytical research design, document analysis technique was used to determine the activities aimed at gaining critical reading skills in the activities of reading texts in primary school Turkish textbooks by making an in-depth analysis. "Critical Reading Criteria" consisting of 50 items determined by Ipek Egilmez and Sadioglu (2010) was used as a data collection tool in this study. Findings: Research findings showed that there are eight activities in TDK1A coded book, 12 in TDK1B coded book, 15 in TDK2 coded book, 13 in TDK3A coded book, 23 in TDK3B coded book and finally 24 activities in TDK4 coded book in the activities of primary school Turkish textbook reading texts. It was determined that 35 critical reading criteria were included in six textbooks examined at four grade levels. Implications: However, it was determined that these activities met less than half of the criteria in the "Critical Reading Criteria" even in the 4th grade where the criteria were met most. In this context, it is recommended to increase the activities that will develop critical reading skills in the books in line with expert opinions. Originality: Considering that the studies conducted in our country include the textbooks prepared before 2019, the examination of the primary school Turkish textbooks prepared in line with the Turkish Teaching Program updated in 2019 in terms of critical reading skills and drawing attention to the distribution of activities that provide critical reading skills in the textbooks, constitutes the original part of the research that contributes to the field.