Abstract

The aim of the study is to examine the reading-comprehension tools developed by the researcher according to the opinions of the classroom teachers according to the learning outcomes specified in the 3rd Grade Turkish, Maths, Life Sciences and Science curriculum. The study was designed in line with the qualitative research methods. Teacher interview form developed by the researcher was used to collect data. Specialists’ opinions were used to check the reliability and validity of the interview form. Content analysis was performed on qualitative data obtained through the research. Content analysis was performed in the order of codification of data, identification of themes, organization of the themes and codes and identification and interpretation of the findings as the last step. Based on the findings of the research, it was found that the reading comprehension tools which were developed according to the goals have increased the student participation, improved reading and reading comprehension skills, provided the use of the information and increased the permanency, and improved the high-level thinking skills and questioning ability. In addition, preparedness of teachers and classroom management are important in the use of reading-understanding tools, the teaching process alone can be inadequate and there are points to be further developed.

Key words: Third grade curriculum, reading comprehension tools, teacher