In Turkish teaching, many materials are used to improve students’ listening, speaking, reading, and writng skills. The most commonly used textbooks are provided by the ministry to teachers. Preparing the texts and actvites in the textbooks in accordance with the students’ developmental levels positvely afects their attudes toward Turkish lessons and increases their interest and enthusiasm. Texts prepared in accordance with the grade level are very signifcant in the development of students’ reading and reading comprehension skills. This study aims to calculate the readability values and levels of reading and free reading texts in primary school Turkish textbooks, compare the values based on text type, and reveal their similarites and diferences. The study material consists of the texts in the Turkish textbooks of all grades in primary schools in the 2022–2023 academic year. Descriptve analysis was used to evaluate the study data. The values related to the reading and free reading texts used in the document analysis and included in the Turkish textbooks were interpreted. The data obtained from the texts were evaluated using the readability formula developed by Ateşman (1997). The research results showed that the reading and free reading texts in the Turkish primary school textbook were at the easy and medium levels. Regarding text types, narratve and poetry texts were generally on the easy level, while informatve texts were on the medium level. According to these results, the principle of from easy to difcult could be observed in texts prepared in new textbooks. The opinions of teachers about the texts in primary school Turkish textbooks could be considered.
Cite this artcle as: Tanış, F., Çakmak, A., & Aksu, D. (2023). Readability levels of texts in primary school Turkish textbooks. HAYEF: Journal of Educaton, 20(3), 288-296.