This research aims to compare the Türkiye Yüzyılı Maarif Modeli (TYMM) Primary School Turkish Language Curriculum and the Singapore English Language Curriculum in terms of critical and creative reading skills, using Progress in International Reading Literacy Study (PIRLS) results. Using a case study design from qualitative research methods, data were collected through document analysis and analyzed through content analysis. The TYMM Primary School Turkish Language Curriculum (2024) and the Singapore English (First Language) Curriculum (2020) were used as data collection tools. PIRLS served as the framework for analyzing comprehension processes, and critical and creative reading skills provided a theoretical perspective for interpreting these processes. Comparisons were made between the programs of the two countries. The research findings revealed that both countries address reading skills in a more structured way compared to previous programs. Turkey's 2024 program (TYMM) shifted away from the achievement-oriented structure of the 2019 program and aligned with Singapore's standards in terms of cognitive depth. However, a methodological difference was also identified between the programs. While critical reading is addressed in detail as an explicit and independent type of reading in Singapore, with competency levels defined according to grade level, it is addressed implicitly within the curriculum in Turkey. Creative reading, although not addressed as an independent type or topic in either program, is shared in both programs through the roles of "productive," "creative," and "active text participant" in a student-centered classroom environment. Consequently, for this cognitive depth achieved at the theoretical level in Turkey to be reflected in practice, these reading types, which are implicitly included in the program, need to be made more concrete. In the Singapore program, it is suggested that, in addition to the already strong critical reading structure, the creative reading dimension should also be clarified as a structured, independent area. Furthermore, it is believed that including strategies for these reading types in teacher training in both countries will contribute to their sustainable success in achieving global literacy standards.

Critical Reading, Creative Reading, Mother Tongue Curriculum, Comparative Education, Progress in International Reading Literacy Study (PIRLS).