In this study, the appropriateness of the Turkish textbook named “I’m Learning Reading and Writing Turkish 1” by Selt Publication, suggested by Ministry of Education, used in first grade primary education for the constructivist approach according to the teachers’ is analyzed. Qualitative research methods were used and case study design was adopted. The participants of the study are 13 primary first grade teachers in 2011-2012 academic year. The data were gathered through “I’m Learning Reading and Writing Turkish 1” interview forms considering the dates of the lessons covered. The data were analyzed through content analysis and it was supported with the ideas of participant teachers. The validity and reliability of the data were realized through participants’ verification. The teachers have found the textbook insufficient in view of hearing, recognition, identification of the voices in themes and they have made suggestions about developing them. They have found the textbook sufficient in view of revealing and developing the creativity of the students and also the texts in the book are appropriate to the themes. There is no attention to individual differences in the textbook in terms of level of differences, multiple intelligences among students and auditory factors. There is a relation with daily life and other subjects (interdisciplinary) in the textbook but there should be a relation and parallelism with all subjects in terms of topic and time. Critical thinking is given with texts at the end of themes in the textbook. Although there are some parts in the book which enable students to use their problem solving ability at the end of the themes, ignorance of individual differences and lack of sample problem situations in themes make students static not dynamic.
Constructivism, reading-writing instruction, textbook