The modern concept of education has made it a necessity to ensure diversity in the method, technique, material or educational tools used to increase the quality. The educational material that both students and teachers can smoothly and easily access and that they use most in in-class activities are textbooks. In terms of Turkish education, texts come to the forefront as educational materials. In the text processing, classical text analysis methods are used, in which the teacher is active, the student is passivated, and the content is shallowly handled. It is not possible to reach every detail in the texts handled with classical text analysis methods. Classical methods always leave missing elements, as known elements are scanned quickly. In this regard, it is necessary to benefit from the provision of semiotics in order to determine the meanings in the text, because semiotics offers objective evaluations and examination of the text in all its details with its scientific point of view. In this study, the Turkish textbook prepared for primary education 8th grade students in the 2017-2018 academic year, one of the recommendations of the Ministry of National Education, Head Council of Education and Morality, were taken as a basis and within this framework, the reading texts in the textbook were examined in a semiotic (reading) context. The study is restricted to 13 narrative reading texts in the 8th grade Turkish textbook. The narrative reading texts are examined with content analysis method, various concepts and relations are analyzed in accordance with the aim of the study. As a result of the study, it was concluded that the deep and implicit structure of textual messages can be reached by semiotic reading method, and this can contribute to the acquisition of basic language skills in Turkish teaching by laying the groundwork for the formation of deep learning.