Emotional aspect of the interaction between narrative text and the reader is explained by narrative feelings (empathy, sympathy, identification, transportation), evaluative feelings (aesthetic pleasure, aesthetic satisfaction), and self-modifying feelings (emotion and idea changes, personality transformation). This emotional interaction is often studied in the fields of psychology and cognitive sciences. Educational studies examine the role of the reader and text-based emotions in reading comprehension process. Accordingly, to ideally understand a narrative text, the reader comprehends, analyses, interprets, and evaluates the emotions and emotional elements which the text included. In this process, the reader comprehends the text with his/her prior knowledge, feelings, thoughts, and experiences, and shows a personal/aesthetic response to it. National and international exams (PISA, PIRLS, NAEP) and language education programs (Singapore, South Korea, the USA, Australia, etc.) are based on this approach. Emotional achievements and competencies related to reading comprehension skills are included in these exams and programs. However, post-2006 Turkish education programs are insufficient in this regard. Similarly, Turkish textbooks (narrative text, reading activities) are inadequate in terms of emotional content, emotional interaction and the use of emotional skills. Therefore, the current Turkish education curriculum and Turkish textbooks should be re-structured.