Turkish language teachers’ evaluations regarding the development of reading comprehension skills: Problems and recommendations

This study aims to examine the challenges experienced by Turkish language teachers in the process of developing students’ reading comprehension skills, along with their suggestions for improvement. The study was designed using a basic qualitative research approach. The participants consisted of twenty-three Turkish language teachers working in public schools across nine different provinces in Türkiye, selected through snowball sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. According to the analysis results, teachers’ evaluations were grouped under four main categories: teacher-related problems, student-related problems, family and societal issues, and curriculum and resource limitations. Teacher-related issues included the lack of role modeling, inadequate professional preparation, and the tendency to shift reading responsibility to primary teachers. Student-related issues were defined as low comprehension skills, lack of motivation, and negative attitudes toward reading. Family and societal issues were mostly associated with parental indifference and limited public awareness. Curriculum-related problems included a grammar- and exam-oriented instructional focus, limited lesson time, and insufficient teaching materials. Teachers suggested improving the quality of teacher training, implementing activities that increase student motivation, strengthening parent–teacher collaboration, and supporting the curriculum with student-centered and authentic learning experiences. Based on the findings, it was concluded that the problems encountered in improving reading comprehension skills are multi-dimensional and layered, and that a comprehensive and systematic approach is needed to address them.