| 1 | The concept of reading | [1],[3], [4], [7] |
| 2 | The elements of reading | [1],[3], [4], [7] |
| 3 | Reading approaches | [7] |
| 4 | Stages of the reading process | [1],[3], [4], |
| 5 | Text genres and factors affecting reading education | [3], [6], [7], [8] |
| 6 | Recognizing taxonomies that address the cognitive domain in the process of structuring and evaluating reading comprehension skills. | [3], [6], [7], [8] |
| 7 | Examination of Bloom, Revised Bloom, and Barrett Taxonomies and preparation of questions and activities aimed at developing reading comprehension skills based on these taxonomies. | [7] |
| 8 | Explaining the relationship between education and sustainability; examining responsibility studies on sustainability within the scope of the course. | [3], [7] |
| 9 | Factors affecting the process of reading and understanding what is read. | [2], [4], [5] |
| 10 | Types, methods, and techniques in reading education: reading whole texts, reading selected instructional texts | [2], [3], [4], [5] |
| 11 | Reading literary texts, reading aloud, silent reading, skimming, summarizing | [2], [3], [4], [5] |
| 12 | Reading while taking notes, reading while highlighting, reading while predicting | [2], [3], [4], [5] |
| 13 | Reading as a group, reading while asking questions, word chorus | [2], [3], [4], [5] |
| 14 | Reading theater, memorization, text association, and evaluation. | [2], [3], [4], [5] |
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