DOES SUCCESS COME FROM READING? THE FIELD OF READING IN NATIVE LANGUAGE CURRICULA OF SUCCESSFUL COUNTRIES IN PISA AND TÜRKİYE

Abstract

The aim of the study is to examine the reading skills of native language curriculum of Singapore, Estonia and Turkish. Another goal is to evaluate them from various aspects. In the PISA results of 2012, 2015 and 2018 were based on determining the success in reading. In the research, the outcomes of reading skills of Singapore, Estonia and Türkiye native language teaching curricula, which constitute the data source of the research, were examined with document analysis, which is one of the qualitative research methods. The achievements based on reading skills are divided into sub-elements as “code - theme”. In the analysis of the findings obtained from the reading area of Singapore 2010 Primary and Secondary School English Curriculum, 2014 Estonian Language Teaching Program and TLT program, content analysis was used. As a result of the research, it was found that the programs differ in content and quantity. It has been determined that the Turkish language teaching program has the most significant outcomes among the mentioned programs. Despite this, the Singapore curriculum shows equivalency with the number of codes obtained from reading ability. In addition, the codes “text types, text interpretation, vocabulary and visual texts” are common in the three existing programs. At the same time, Estonian language curriculum showed that the outcomes in reading skills for oral texts were weighted. A similar situation has not been found in other programs.