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The aim of this study is to present the qualities of 7th grade Turkish skill-based questions due to levels of reading skills and proficiency that used to prepare PISA reading skills questions. The case study pattern has been used in the study, which is one of the qualitative research methods. The data obtained through document analysis are analyzed using content analysis. As a result of the examination it is determined that Turkish skill questions; include examples of all text types in PISA reading skills; mostly the text types which have continuations are preferred amongst the text types in PISA reading skills; big part of the questions are in a comprehensible level in terms of cognitive processes that the reader interacts with the text; and Turkish skill questions have problems for ''1b, 1a, 2nd and 3rd'' levels in the proficiency levels of PISA reading skills. As the result of the study, it is emerged that there is a necessity to provide a balanced dispersion for PISA reading skills, its dimensions and leves. In addition, there is also another necessity for arrangemets to meet high level qualifications and Turkish skills questions should be created by taking into account all of the cognitive processes used in PISA that the reader interacts with the text.
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