This study aims to holistically examine the text types / genres, reading activities, and subtext questions related to reading literacy in Turkish textbooks for secondary school students (grades 5-8) using the three-dimensional reading literacy assessment framework presented in PISA. The study used the document review technique, a qualitative research method, and focused on Turkish textbooks for the 2023-2024 academic year. The textbooks were randomly selected and both descriptive and content analysis were used. To ensure validity, the evaluators maintained constant communication during the analysis process, and for reliability, a comparison was made between the researcher and an expert Turkish teacher, which resulted in a reliability rate of 88%. The results showed that continuous, single-source and narrative text types / genres were frequently included at all grade levels, while digital, multisource, interactive and instructional texts were not included at all. Cognitive processes focus on information scanning and literal meaning with little evaluation and deep thinking. There was no emphasis on fluent reading. The most common question type was short-answer at all grade levels, with openended- rarely included.

PISA, reading literacy assessment framework, Turkish textbooks.