The purpose of this study is to examine three different reading sets prepared for elementary school students by three different publishers in terms of their formal and content characteristics. Document analysis, one of the qualitative research methods, was used in the study. The analysis of the reading sets was based on the Form for Internal and External Structural Characteristics of Children’s Books and the Form for Picture-Text Relationship in Children’s Books developed by Karaköse (2021). Descriptive analysis was used to analyze the data, and the findings were presented in tables. According to the research results, it was determined that the external structure characteristics of the reading sets were generally 86.11% compatible with children’s literature qualities. The internal structure characteristics were found to be 81.60% adequate. The level of suitability of the picture-text relationship features to children’s literature qualities was determined to be 79.01%.
Children’s books, external structural features, internal structural features, reading sets, picture-text relationship.