Abstract:

Reading is a comprehension skill acquired at school within a particular program and used lifelong. Acquisitions for reading skills and implementation of them in mother language teaching programs at the level of both primary school and secondary school are important. Because students who receive a qualified education for reading will be able to provide a significant portion of their academic understanding in the next levels of learning thanks to this skill. The aim of this study is to evaluate the acquisitions of elementary-reading, fluent-reading, vocabulary, and comprehension in reading as a learning area in the Turkish Language Teaching (1-8th Grades) Curriculum published in 2015 with a critical perspective. The evaluation has been conducted by using the document review technique and self-assessment approach. When the acquisitions are examined, it seems that fluent reading focuses on the type of text, the speed of reading, emphasis, intonation, writing rules and punctuation marks. The acquisitions that make up the vocabulary are based on meaning and grammar. Nevertheless acquisitions of comprehension include the features such as behaviors need to do for comprehension, the type of text, intertextuality, construction of meaning, explanation and narration. It has been found that the main problem in the program is that there are mistakes in the writing the expression of acquisitions. An important problem with the acquisitions of reading as a learning area in the program is that the acquisitions of the vocabulary and comprehension, the acquisitions of fluent-reading and comprehension are repeated within each other, superposed and written over and over. Another problem is that there is no continuity of the acquisition that is started/emerged in a class. The acquisition that started with a class are not included in the upper class, but are taught at that class level inconsistently. It is observed that the basic features that are caused from the nature of reading (acquiring a habit, making an inference, etc.) are not conceptualized, and therefore they are missing. These deficiencies, mistakes, inconsistencies must be eliminated and reading as a learning area and also the other learning areas need to be well structured.  

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