The aim of this study is to determine the readability levels of reading texts included in the Maarif Turkish (2024) textbooks used in teaching Turkish as a foreign language. The research covers reading texts found in a total of six textbooks at A1, A2, B1, B1+, B2, and C1 levels. A qualitative research method, specifically a case study design, was adopted, and document analysis was used as the data collection tool. The readability levels of the texts were calculated using the Çetinkaya-Uzun (2010) formula. According to the findings, the texts at A1 through B2 levels fall within the “educational reading” category, while the texts at the C1 level are classified as “challenging reading.” It was observed that as the language proficiency level increases, the readability scores of the texts decrease, making comprehension more difficult. The results highlight the importance of selecting texts that align with learners’ language proficiency levels in foreign language teaching.

Teaching Turkish as a foreign language, reading skill, reading texts, readability levels