To teach individuals how to use their mother tongue effectively, to develop language awareness and the ability to educate critical readers can be realised through a theoretical reading instruction. Reading instruction is shaped by the nature of the texts used, the form and content of the activities. The field of text linguistics, the subject of which is the study of text structures and genres, is thought to constitute a scientific basis for Turkish courses. In the research the aim of which is to evaluate the reading instruction adequacy of reading activities in Turkish textbooks in the textlinguistic context document analysis which is one of the qualitative research methods is used. The study population is 8th grade Turkish textbooks as it covers all of the targeted text types and gains of reading comprehension, analysis and evaluation. The sample of the research which is determined with criteration sampling, which is one of the purposive sampling, consists of reading activities and instructions in the Turkish Textbook, Workbook and Teacher's Guidebook. According to the criteria of reading instruction, most / less repetitive or nonexistent activities were determined in the textbook and the text structure criteria that meet the activities which were not included in the book were determined. The text structure criteria that reading activities meet are generally at the first levels of PISA (1A / B, 2, 3); content schema, style, summary text structure criteria that were not dealt with were found to be higher (4, 5, 6). This research is important in terms of evaluation of reading instruction criteria in the context of text structure, questioning the content of reading activities and contributing to the field in terms of eliminating deficiencies and being the first study in this context.
Reading instruction, comprehension activities, text structure.