Author(s): Halil TAÅ, Kasım KIROÄLU
The aim of this study is based on learning outcome, to compare first reading and wring teaching, literacy methods and techniques, preparation for reading and writing, writing style in use, using reading-writing objects and fluency in reading and writing according to the 2017 Turkish Native Language Curriculum and 2010 USA California State Native Language Curriculum. 2010 Turkish Native Language Curriculum and 2010 USA California State Native Language Curriculum constituted the source data of this study. In this study, a descriptive research having the characteristics of scannig model, data was collected by obsevation of documents method. By comparing these teaching programmes in accordance with the horizontal approach, similarities and differences were determined. At the end of the study, it was determined that in 2017 Turkish Native Language Curriculum, sound-based approach and compound method were applied in first literacy teaching, on the other hand in, 2010 USA California State Native Language Curriculum no specific approaches or methods were obliged first literacy teaching. Moreover it was ascertained that both in 2017 Turkish Native Language Curriculum and 2010 USA California State Native Language Curriculum no writing syle was obligated; while 2017 Turkish Native Language Curriculum is much more elaborative in many respects, 2010 USA California State Native Language Curriculum, a plainer style was applied.
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