This study is an inquiry into the effects of reading short stories in improving foreign language writing skills through Read for Writing model, which is the adaptation of the approach called Talk for Writing (Corbett, 2013). It is a quasi-experimental 13-week field study which was implemented in a primary school. The purpose of this study is to investigate if there is a significant difference both in the pre-post-test writing achievements of students who were taught through the Read for Writing model, and between the experimental group and the control group. Finally, the participants' views on the model were determined. Both qualitative and quantitative data collection and analysis techniques were designed such as tests for short stories, story assessment control lists, reading and writing syllabuses, lesson plans, an analytic story assessment rubric, and a student's view questionnaire. The results of the study indicate that the Read for Writing model has a positive effect on students' short story writing skills in terms of language, content, organization, and communicative achievement.