The texts in the textbooks used in Turkish language teaching should be linguistically qualified. There are some criteria that ensure that a text is a quality text and one of these criteria is textuality criteria. Textuality criteria are commonly handled in two different classifications. These are text-centered and user-centered criteria. Text-centered criteria are examined under two main sub-headings: cohesion and coherence. In this study, texts in 5th and 8th grade Turkish textbooks were randomly selected and analyzed on the basis of Kehler’s coherence relations. The study was structured with a qualitative research model and the data were collected through document analysis method. The propositions in the database were subjected to Kehler’s classification. When the propositions in 16 texts were analyzed, a total of 389 consistency relations were identified and 148 of these relations were found in the 5th grade textbook and 241 in the 8th grade textbook. When the most frequently used relation types were analyzed, it was seen that the 5th grade textbook used the adjacency relation the most, while the 8th grade textbook used cause-effect relations (108) the most frequently used relation type. Considering the grade levels of the textbooks, this result is possible. As the grade level increases, the types of texts used in the textbooks increase from narrative texts to informative texts.

Textuality criteria, coherence, Turkish textbooks