An Examination of Early Literacy Instruction Within the Framework of the Turkey Century Education Model

Abstract

Initial reading and writing instruction is a critical learning process that forms the foundation of students’ academic development and educational experiences. The aim of this study is to examine classroom teachers’ views on initial reading and writing instruction implemented within the framework of the Turkish Century Education Model (Türkiye Yüzyılı Maarif Modeli – TYMM). A qualitative research approach was adopted, and the data were collected through semi-structured interviews. The obtained data were analyzed using thematic analysis. Teachers’ views were examined under five themes: initial reading skills, text types and reading materials, writing outcomes and the writing process, assessment and evaluation practices, and materials supporting reading and writing instruction. The findings indicate that teachers generally evaluate the theoretical approach of TYMM to reading and writing instruction positively. The program’s emphasis not only on technical skills but also on higher-order cognitive processes such as comprehension, interpretation, and critical thinking is considered an important strength by teachers. However, some learning outcomes were reported as not being sufficiently concretized in classroom practice, and the length of texts was not always aligned with students’ developmental levels. In addition, assessment and evaluation practices were reported to create certain challenges in practice. Overall, the findings suggest that although TYMM provides a strong theoretical framework for initial reading and writing instruction, strengthening practice-oriented pedagogical guidance for teachers would enhance the effectiveness of its classroom implementation.