Abstract:

In the study, it is aimed to emphasize the importance of vocabulary teaching in the process of learning how to read. In accordance with this goal, vocabulary teaching is given in the reading books of kindergarten and primary school first grade students in Michigan, the U.S.A by using document review in order to set an example for vocabulary teaching studies in Turkey. Within this scope, 12 reading books, six of which are for kindergarten and six of which are for first grade, were studied in total. “Visual reading, phoneme awareness, comprehension, writing awareness (the first reading book), frequently used words, phonemes, listening and writing, words, listening and speaking, visual reading, and picture dictionaries at the end of each book” are included in kindergarten reading books. On the other hand, in primary school first grade reading books, “audio-vocabulary, phoneme awareness, phonemes, frequently used words, social works, listening and speaking, handwriting, reading fluently, (in 1-5 reading books), picture dictionary (R1 and 2 reading books), glossary(for 3,4 and 5 reading books), vocabulary test, and learnt vocabulary list at the end of each book” are included. As a result of document review, 108 phoneme awareness, 26 letter and writing awareness, 26 letters, 29 phonemes, 1054 words, 288 sentences, 390 visuals and 36 topics were identified in kindergarten reading books. On the other hand, it is determined that 46 phoneme awareness, 104 phonemes, 25 letters, 1217 words, 351 sentences, 163 visuals, 108 topics take place in the first graders' reading book. It is expected for this study to contribute to the field in terms of presenting a foreign country example of how teaching reading is practiced in reading books.

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