TÜRKÇE
ENGLISH
Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| TURKISH LANGUAGE TEACHING (MASTER) (WITH THESIS) | |
| Code | TUR703 |
| Name | Reading Skills in Turkish Education I |
| Term | 2025-2026 Academic Year |
| Term | Fall |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisansüstü Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. BAŞAK KARAKOÇ ÖZTÜRK |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
Explaining the importance of thinking and the basic features of thinking, classifying thinking skills, classifying critical thinking from higher order thinking skills, specifying the classroom environment, teacher and student characteristics necessary for critical thinking, discussing the dimensions, standards and virtues of critical thinking, explaining the importance of critical reading and the need for critical reading, explaining the basic qualities of critical reading and reader, discussing the barriers to critical reading, recognizing critical reading criteria, evaluating the Turkish curriculum in terms of critical reading, explaining critical reading self-efficacy and affecting variables.
Course Content
Qualifications of reading skill, its relationship with other language skills, problems and principles of reading education, reading approaches, history of reading education in the context of the 1981 Turkish program and previous programs, evaluation of Turkish course curriculum based on constructivist theory in terms of reading skill, achievements for reading skills in curriculum, content, learning-teaching process and measurement and evaluation elements, metacognitive strategies in reading education, critical reading, reading difficulties, the role of school, family and teacher in gaining reading habits.
Course Precondition
Nope
Resources
Aktaş, Ş. ve Gündüz, O. (2011). Uygulamalı okuma eğitimi. Ankara: Grafiker Yayıncılık. Çiftçi, M. (2006). Eleştirel okuma. Belleten, 55-80. Heilman, A., Blair, T. ve Rupley, W. (1986). Principles and Practices of Teaching Reading. (6. Baskı). USA: Charles E. Merrill Publishing. İşeri, K. (1998). Okuma ediniminin eğitimsel işlevi. Tömer Dil Dergisi, 70, 5-18. Göktürk, A. (1988). Okuma uğraşı. İstanbul: İnkılap Kitapevi. Kavcar, C., Oğuzkan, F. ve Sever, S. (1995). Türkçe Öğretimi. Ankara: Engin Yayınevi. MEB (2006). İlköğretim Türkçe Dersi (6,7,8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi. MEB (2015). Türkçe Dersi (1-8. Sınıflar) Öğretim Programı. MEB (2017). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2018). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2019). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 39, 11-18.
Notes
Aktaş, Ş. ve Gündüz, O. (2011). Uygulamalı okuma eğitimi. Ankara: Grafiker Yayıncılık. Çiftçi, M. (2006). Eleştirel okuma. Belleten, 55-80. Heilman, A., Blair, T. ve Rupley, W. (1986). Principles and Practices of Teaching Reading. (6. Baskı). USA: Charles E. Merrill Publishing. İşeri, K. (1998). Okuma ediniminin eğitimsel işlevi. Tömer Dil Dergisi, 70, 5-18. Göktürk, A. (1988). Okuma uğraşı. İstanbul: İnkılap Kitapevi. Kavcar, C., Oğuzkan, F. ve Sever, S. (1995). Türkçe Öğretimi. Ankara: Engin Yayınevi. MEB (2006). İlköğretim Türkçe Dersi (6,7,8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi. MEB (2015). Türkçe Dersi (1-8. Sınıflar) Öğretim Programı. MEB (2017). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2018). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2019). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 39, 11-18.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explaining the qualities of reading skill in the context of reading, writing, and text. |
| LO02 | Disscussing about problems and principles of reading skills. |
| LO03 | Explaining reading approaches and methods. |
| LO04 | Summarizing the history of reading education in the context of the 1981 Turkish curriculum and previous curriculums. |
| LO05 | Evaluation of the elements of the 2006 Turkish course curriculum in terms of reading skills. |
| LO06 | Comparison of 2015, 2017and 2019 Turkish course curriculum in terms of reading skills. |
| LO07 | Using metacognitive strategies in reading education. |
| LO08 | Explaining the reasons for reading difficulties. |
| LO09 | Explaining the basic qualities of critical reading and the reader. |
| LO10 | Discussing the roles that are effective in gaining the habit of reading. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | They can develop and deepen their knowledge in the field of Turkish Education at the level of expertise. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | They can develop and deepen their knowledge in the field of Turkish Language and literature at the level of expertise. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Understand the interaction between disciplines such as linguistics, usage sciences and philosophy that the field is related to. | 3 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Can use the theoretical and applied knowledge at the level of expertise gained in the field of Turkish Education and Turkish Language. | 5 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Interpret and create new knowledge by integrating the knowledge acquired in the field of Turkish Education and Turkish Language with the knowledge from different disciplines. | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Will be able to solve the problems encountered in Turkish Education by using research methods. | 4 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Can independently carry out a study that requires expertise related to Turkish Education. | 3 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Can develop new strategic approaches for the solution of complex problems encountered and unforeseen in practices related to Turkish Education and can produce solutions by taking responsibility. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Can lead in environments that require the solution of problems related to Turkish Education. | 3 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Can evaluate the knowledge and skills acquired in the field of Turkish Education with a critical approach and guide their learning. | 5 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can convey the current developments in the field of Turkish Education and their own studies with quantitative and qualitative data to the groups in the field and outside the field in a written, verbal and visual form in a systematic way. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can critically examine and develop social relations and these relating norms and take action to change when necessary. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can communicate verbally and in writing using a foreign language at least at B2 level. | |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can use information and communication technologies at an advanced level, together with computer software at the level required by Turkish Education. | |
| PLO15 | Yetkinlikler - Alana Özgü Yetkinlik | Can supervise and teach social, scientific, cultural and ethical values in the stages of collection, interpretation, implementation and announcement of data related to Turkish Education. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | To be able to develop strategy, policy and implementation plans on issues related to Turkish Education and to evaluate the results obtained within the framework of quality processes. | 3 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | To be able to develop strategy, policy and implementation plans on issues related to Turkish Education and to evaluates the results obtained within the framework of quality processes. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Qualifications of reading skills and explanation in the context of reader, author and text | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Problems in reading education | Musa Cifci, Book chapter on the problems of reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | History of reading education in the context of the 1981 program and before | Cahit Kavcar, Ferhan Oğuzkan ve Sedat Sever, Turkish Teaching | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Basic skills, aims and gains intended for reading skills in 2006 Turkish Curriculum | Reading skills in 2006 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Activities, metods and tecniques, measurement-evaluation approachs for reading skills in 2006 Turkish Curriculum | Reading skills in 2006 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Reading skills in 2015 Turkish curriculum | Reading skills in 2015 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Reading skills in 2017 Turkish curriculum | Reading skills in 2019 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Reading skills in 2019 Turkish curriculum | Reading skills in 2019 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Metacognition strategies on reading education. | Researching the strategies used in reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Reading difficulties in reading education | Reading Norma Razon's article Reading Difficulties | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Critical reading and the qualities of the reader | Reading Musa Çifci's article titled Critical Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | The role of school, teacher and family in gaining reading habits | Reading difficulties encountered in reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Scanning articles on reading skills | Scanning articles on reading skills | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Reading activities for developing reading skills | Reading activities for developing reading skills | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 18 | 18 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 18 | 18 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 138 | ||
| Total Workload / 25 (h) | 5,52 | ||
| ECTS | 6 ECTS | ||