Author(s): Derya YILDIZ
In addition to including comprehension and expression skills, mother tongue develops thinking skills and forms a basis for learning in other domains. This situation requires that mother tongue curriculum should be qualified. In this study, mother tongue curriculums of Canada (Ontario) and Australia, which are among the top performer countries in the reading skills section of internationally accepted PISA assessments, were compared to Turkish language curriculum in terms of linguistic skills, objective, content, learning-teaching process and measurement-assessment which are main components of the programme. The data were collected through document examination and investigated by means of content analysis. In consequence of mother tongue curriculums, different and similar implementations were detected between programs in terms linguistic skills, objectives, contents, learning-teaching processes and measurement-assessments.