Visual reading is one of the language learning domains as listening, speaking, reading and writing. It is addressed as a separate domain in many countries' language education programs and the skills to be cultivated in students are listed. In the period of education, on the other hand, there are various approached used. The approaches used around the world can be broadly grouped under three main topics, which are "behavioral, cognitive and constructivist approaches". Old approaches put emphasis on recognizing and interpreting visuals in visual reading education. Today's approaches, however, focuses on the receptive, cognitive and affective impacts of the visuals and utilize visual reading to develop multiple skills of students. In teaching visual reading, students are first trained for perspective, and then for discovering visual codes, recognizing, understanding, sharing what is felt about the visuals, enriching imagination and developing creativity skills. The aim of visual reading is to develop students' skills of expressing themselves both written and orally as well as their understanding and questioning skills and to help them learn about culture and their environment. There have also been significant developments in this field in our country and for the first time, visual reading was classified as a separate domain in 1-5th graders Turkish Teaching Program in 2005 and the skills to be cultivated in students were listed. Constructivist approach is adopted in visual reading education; and multiple acquisitions, activities, assignments and projects are suggested in the program in order to develop visual reading. Thereby, the aim is to develop the language, cognitive, affective and social skills of the students in our country through visual reading skills.