The purpose of the present study is to investigate the effect of Direct Teaching Model on the reading comprehension skill of fourth grade elementary school students. In the study, as a research model, pretestposttest control group semi-experimental design was employed. The study group consists of 49 fourth graders attending two different classes in a state school located in Keçiören province of Ankara. As data collection instruments, "Reading Comprehension Test", "Main Idea Evaluation Form" and "Summary Evaluation Form" developed by the researcher were used. During the application process of semi-experimental design, within the context of the Turkish Language courses, of the reading comprehension skills, finding the main idea instruction and summarizing the text instruction were given to the experimental group students in line with Direct Teaching Model. The activities conducted in the experimental group were completed within 14 weeks by the researchers. In the experimental group, in the implementation of Turkish lessons, each stage of the class was designed and conducted according to stages of Direct Teaching Model. At the end of the study, it was concluded that the experimental group students' scores of reading comprehension, finding the main idea in informative and narrative texts and summarizing improved. Moreover, significant differences were found between the experimental group students' scores of reading comprehension, finding the main idea and summarizing and those of the control group students in favor of the experimental group.