Reading that is the activity of identifying and interpreting the symbols in a text is essential in terms of broadening the horizon of individuals through learning new words, acquiring new understandings, and developing the creativity. Because reading is a learning domain that provides significant contribution upon mental development, it takes place in curriculums and teaching process. In order to fulfill a successful reading action, it is necessary to determine which type of reading practiced in a classroom environment is more efficient. Although implementing a type of reading constantly indicates it as successful, this is possible to change in some occasions. The purpose of this research was to determine the effect of reading types used in Turkish lessons upon 5th grade students' reading comprehension. In accordance with this purpose, each of the seven texts chosen by the researcher was provided to be read by a student group including twenty students through seven different reading types, and the students were also asked to answer comprehension questions prepared also by the researcher. In order for evaluating these questions, "Error Analysis Inventory" developed by Ekwall and Shanker and adapted into Turkish by Akyol was benefited. In the research, experimental design with post-test control group was used. At the end of the study, it was determined that silent reading affected the comprehension of students most with the rate of 81.4%, and reading by taking notes affected students' comprehending what they read least with the rate of 27.3%. The findings obtained in the research were discussed, and subsequently, suggestions were offered in accordance with the results after interpretation.