Abstract:

Despite the extent of the possibilities that technology provides today, teaching books are still one of the most important materials in the teaching process. The importance of teaching books is great for students to learn new knowledge, to absorb the values that the texts contain and to strengthen what they learn. In order to ensure the achievement of the objectives that the curriculum provides, the curriculum books and the reading texts to be selected are of great importance. One of the criteria that indicate the suitability of the text choice to the student is the suitability of the text in terms of readability. It is therefore important to study the Turkish texts in terms of readability. In this study, in the 2021-2022 academic year high school 7. One of the lessons studied in a private, two of the three textbooks published by the Ministry of National Education were studied in the direction of readability. The study used a scanning model based on the visual qualities based on the document examination as a research model. The study included free reading texts in the lesson books, poetry texts and other texts used in language studies. In the study of the texts, the readability formula adapted by Ateşman (1997) to Turkish, the readability formula developed by Çetinkaya-Uzun (2010) was used. In the curriculum books, 39 informative and 38 narrative, a total of 77 text readability points and readability levels have been determined. At the end of the study, it was observed that narrative texts were easier to read than readability openers than informative texts. The texts, according to the Fireman Formula, are mainly in middle difficulty; according to the Chetinkaya-Long Formula, it is clear that they are above the level. The text distribution is generally balanced, except for small differences. In the first book, the number of narrative texts is greater than the number of informative texts. In general, informative texts are more than historical texts.

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