The material and spiritual elements brought by societies from the past to the present, in other words, cultural elements and values are the rules, judgments or beliefs that are accepted by most individuals in order to ensure the continuity of societies as well as ensuring unity and solidarity. Value transfer has gained more importance with literary texts or informative texts within the scope of Turkish lesson, especially in terms of language being the main material and teaching national and universal values, and the qualities of the texts have been tried to be improved. In this study, reading texts of Ministry of National Education publications for 8th grade secondary school and imam hatip secondary School Turkish textbook (2019) were examined in terms of value transfer. The reading texts included in the study were classified according to 10 root values of the 2019 Turkish Course Curriculum. The findings obtained are given in tables. In this way, themes were presented comparatively in terms of the transmission of values through the reading texts in the 8th grade Turkish textbook. Descriptive analysis method, one of the qualitative research methods, was used for the analysis of the data. The findings obtained were compared with the findings of the studies that included Turkish textbooks used in previous years in the literature. As a result, the most value finding was in the eighth theme, Citizenship, and the least value finding was in the Science and Technology theme. Based on the distribution of values, it is seen that there is no balance in the frequency of including values in the textbook texts. The dominant values of the texts are love and patriotism. The least emphasized values are honesty, patience and responsibility. Another thing that should be especially noted is the necessity to include scientific and aesthetic values, which are not included in the 10 root values, but have found considerable use in the texts.
Turkish textbook, Turkish curriculum, value, values education, root values, reading texts.