| Summary: | The purpose of Turkish classes is to equip students with the ability of comprehension and narration. Everyone knows that stories covered in Turkish courses are offered with visuals, meaning pictures, so that they could be more easily understood. Illustration of a read story and narration of a picture shown can help explore the extent to which the topic is comprehended and how it is narrated, meaning visual presentation and visual reading skills. The purpose of this study is to compare whether attention is paid to several elements such as event, time, place, persons, language and narration/visual language during the illustration of a story and narration of a picture shown, meaning whether a connection is established between the narrated story and drawn picture as well as between the shown picture and the narrated story. Study group consists of 35 pre-service teachers who are junior students at Turkish language teaching department of Atatürk Education Faculty at Near East University. Document analysis, which is a qualitative research method, was employed and several stories and pictures were used as data collection tools. Descriptive analysis, percentage and frequency were used in the analysis of data. Based on the obtained findings, we can claim that pre-service teachers are more skilled in narration of picture compared to illustration of stories, meaning that their visual reading skills are superior to their visual presentation skills.
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