A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

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.