In this study, it was aimed to determine the effectiveness level of guided reading method in improving the primary school third grade students’ listening comprehension and reading levels. The study was designed as an action research, which is of the qualitative research models. The sample group of the research was composed of 3 third grade students with fluent reading problems studying in Gemlik Leman Alptekin Primary School in Konak District of İzmir Province. As the data collection tools, “Error Analysis Inventory”, “Reading Texts” and “Voice Recordings of the Students’ Reading Texts” were used in the research to measure the students' reading levels and “Listening Comprehension Scale” was used to measure their listening skills. “Guided Reading” method was applied to the students for 8 weeks, one reading text each week, for a total of 32 hours. Throughout the application, while the students’ reading skills were observed by recording their voice readings in each study, the text evaluation was performed each week to measure their reading comprehension levels. At the end of the study, when the pre-test and post-test results were compared, it was revealed that after guided reading practices, the students reading comprehension levels increased from “Anxiety Level” to “Teaching Level” and that reformations were detected in their reading deficiencies; while their pre-test scores were 56,44%, 67%, and 52,48%, respectively, their post-test scores were 85,48%, 86,48%, and 72,28%, respectively, which corresponded to a significant increase. As a result, it was revealed that guided reading contributed to the improvement of the reading, reading comprehension and listening comprehension skills of the students with reading difficulties. Besides, another benefit provided by studying with the students apart from observing the effect in the research problems is the improvement of the students' writing with one-to-one practices and guidance of the researcher, the improvement of their answer writing skills according to the question asked and the significant improvement in their assessment papers related to correct use of language. In addition to this, while the class teachers of the students indicated that there was an improvement in the students’ reading during the process, they were no longer excited about reading, they did not skip the words, they raised fingers to read, they had less difficulty in reading longer words and easily understood what they read, the parents of the students stated that the study process was really beneficial for the students, that they could not make much contribution to the students in this regard, and that performing such studies by the teachers would lead the students to be more successful.