Aligning First Language (L1) Curricula with PISA Reading Proficiency Levels: A Comparative Analysis of Ireland and Türkiye

Mustafa Ulutaş

Vol. 18 No. 4 (2026) IEJEE

Aligning First Language (L1) Curricula with PISA Reading Proficiency Levels: A Comparative Analysis of Ireland and Türkiye

Mustafa Ulutaş

Published June 5, 2026 | Pages: 547-562 | Views: 204

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Abstract

This study undertakes a comparative examination of the alignment between first language (L1) curricula in Ireland and Türkiye and the PISA 2022 reading proficiency framework. Adopting a qualitative research design grounded in document analysis, the study systematically maps reading-related learning outcomes from both national curricula onto the proficiency levels defined by PISA. Rather than relying on conventional grade-level comparisons, the analysis employs a proficiency-oriented perspective to evaluate the cognitive demands embedded in curricula and the progression of reading skills. The findings indicate that the Irish curricula consistently incorporates higher-level reading skills associated with PISA Levels 4 and 5, supported by a clearly structured and coherent progression that begins in the early years of primary education. In contrast, Türkiye’s 2015–2019 curricula primarily emphasize basic and intermediate reading proficiencies corresponding to PISA Levels 2 and 3, while advanced reading skills are addressed in a limited, inconsistent, and fragmented manner. However, the analysis of the 2024 Maarif Model Turkish Language Curriculum reveals a substantial structural shift. This new model demonstrates greater potential to align with PISA’s advanced reading requirements, including critical, reflective, and problem-solving reading, by embedding these competencies within a more comprehensive and developmentally organized framework. The study concludes that examining curricula through their structural alignment with international proficiency standards provides a robust foundation for interpreting cross-national performance differences and offers practical insights to inform curriculum development and reform.

<p style="font-weight: 400;">This study undertakes a comparative examination of the alignment between first language (L1) curricula in Ireland and Türkiye and the PISA 2022 reading proficiency framework. Adopting a qualitative research design grounded in document analysis, the study systematically maps reading-related learning outcomes from both national curricula onto the proficiency levels defined by PISA. Rather than relying on conventional grade-level comparisons, the analysis employs a proficiency-oriented perspective to evaluate the cognitive demands embedded in curricula and the progression of reading skills. The findings indicate that the Irish curricula consistently incorporates higher-level reading skills associated with PISA Levels 4 and 5, supported by a clearly structured and coherent progression that begins in the early years of primary education. In contrast, Türkiye’s 2015–2019 curricula primarily emphasize basic and intermediate reading proficiencies corresponding to PISA Levels 2 and 3, while advanced reading skills are addressed in a limited, inconsistent, and fragmented manner. However, the analysis of the 2024 Maarif Model Turkish Language Curriculum reveals a substantial structural shift. This new model demonstrates greater potential to align with PISA’s advanced reading requirements, including critical, reflective, and problem-solving reading, by embedding these competencies within a more comprehensive and developmentally organized framework. The study concludes that examining curricula through their structural alignment with international proficiency standards provides a robust foundation for interpreting cross-national performance differences and offers practical insights to inform curriculum development and reform.</p>

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Keywords

Reading proficiency, curriculum alignment, PISA 2022, first language curricula, Maarif Model

Affiliations

Mustafa Ulutaş

Uşak University

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How to Cite

Ulutaş, M. (2026). Aligning First Language (L1) Curricula with PISA Reading Proficiency Levels: A Comparative Analysis of Ireland and Türkiye. International Electronic Journal of Elementary Education, 18(4), 547–562. Retrieved from https://iejee.com/index.php/IEJEE/article/view/2703