The research aims to examine the effect of "peer assisted learning" and "learning together" techniques on 6th grade female students' reading comprehension achievements and attitudes towards reading. The research employed a quasi-experimental model with pretest -- post-test control group. Data collection tools of the research were Reading Attitude Scale, Reading Comprehension Achievement Test, Reading Habit Questionnaire, student interview forms and student journals. Results suggested that "peer assisted learning" affected 6th grade female students' reading comprehension achievement positively at a high level, "learning together" positively at a moderate level, but the current practices in Turkish course did not make a significant difference in reading comprehension achievement. Learning together and current practices were observed to be effective in ensuring the permanence of students' reading comprehension achievements, while "peer assisted learning" was not. No significant difference was found between the effects of techniques used in the research on the students' reading comprehension achievements or on the permanence of their reading comprehension achievements. No significant difference was found between the effects of "peer assisted learning," "learning together" and "current practices" on students' attitudes towards reading; while a significant difference was found in the permanence of students' attitudes towards reading resulting from (against) learning together technique. The students expressed generally positive opinions on "peer assisted learning" and "learning together" techniques.