Abstract:

Reading is one of the basic skills that begin to be founded through informal experiences, formally training processes and planned activities that continue in the form of important academic and social lives of individuals. This study aimed at examining the achievements of this skill in the teaching programs of primary and secondary school Turkish lessons and 5-6.class reading skills courses within the framework of international qualifications. In the study, in addition to the teaching programmes implemented by 2019, the previous Turkish lesson teaching programs were also discussed and the teaching programs were studied in the framework of the qualifications included in the PISA and PIRLS applications. As a result of the analysis of the teaching programs, the 2019 primary Turkish lesson teaching program was not able to meet the middle and advanced PIRLS skills, but the rate of meeting the PIRLS skills was higher than the previous program. According to the study of PISA reading qualifications in 5-8 classes, PISA qualifications have decreased by half, with a significant decrease in the 2019 curriculum compared to the previous program. When it comes to the results of the reading skills course, the conclusion is that the program has a more competent structure in terms of the PISA qualifications of the 5-8.class Turkish lessons than the teaching program.

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