A Critical Perspective in Terms of SOLO Taxonomy for Reading Outcomes in Mother-Tongue Teaching Curriculums (1981, 2006 and 2019) in Turkey

Autor/in	Hasirci Aksoy, Sevil
Titel	A Critical Perspective in Terms of SOLO Taxonomy for Reading Outcomes in Mother-Tongue Teaching Curriculums (1981, 2006 and 2019) in Turkey
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021) 1, S.327-345 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hasirci Aksoy, Sevil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Taxonomy; Native Language Instruction; Turkish; Thinking Skills; Reading Skills; Curriculum Evaluation; Outcomes of Education; Secondary School Students; Content Analysis; Comparative Analysis; Foreign Countries; Achievement Tests; International Assessment; Reading Tests; Reading Achievement; Cognitive Development; Elementary Secondary Education; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Taxonomie; Native language education; Muttersprachlicher Unterricht; Türkisch; Denkfähigkeit; Reading skill; Lesefertigkeit; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lernleistung; Schulerfolg; Sekundarschüler; Inhaltsanalyse; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Leseleistung; Kognitive Entwicklung; Türkei
Abstract	Reading skill is important to improve children's higher-order thinking skills. But PISA reading results show that children in Turkey are not sufficient for this skill. That's why this study aimed to investigate the cognitive levels of reading outcomes included in the Turkish course curriculum in terms of The Structure of Observed Learning Outcomes (SOLO) taxonomy related to PISA reading competencies. The learning outcomes that constitute the data source of the research were taken from the secondary school Turkish language course curriculum published by the Teaching and Education Board of the Ministry of National Education in 1981, 2006, and 2019. After completing a document analysis on the reading outcomes, the data obtained were evaluated with descriptive content analysis. The results showed that relational level stands out in terms of percentage of reading outcomes, and this level is mostly in the 2019 curriculum. While the uni-structural level has been decreasing over the years, relational and extended abstract levels have increased. Even if an extended abstract cognitive level has increased over the years, it is still one of the least levels in the curriculums. When subskills of reading are compared, the most widely used is the reading comprehension theme. As a result of the study, it was concluded that there is a need to be handled in a coordinated manner in the reading outcomes of the curriculums in terms of cognitive skills and reading subskills. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01