Abstract:

This study was conducted by MEB 5. It is intended to determine the levels of readability of the texts in the Class Turkish Curriculum and to study the conformity of the texts to the class level. In the study, a total of 26 texts, including reading pieces and free reading pieces, were studied, poems were not included in the study. In this study, a scanning model based on the imaginary qualities based on the document examination as a research model was used. After the data was analyzed, the findings obtained on the levels of readability of texts were presented by classification according to the types of texts. In the study of the texts, the readability formula adapted to Turkish by Ateşman (1997) and the readability formulas developed by Çetinkaya-Uzun (2010) and Bezirci-Yılmaz (2010) were used. The research has found that informative texts are harder than storytelling texts. In addition, the conclusion has been made that the narrative and informative texts in the 5th-class Turkish curriculum, which is studied according to the three different readability formulas of Turkish (Ateşman, Çetinkaya-Uzun, Bezirci-Yılmaz), are texts above the 5th-class student level.

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