In this study, the effect of dialogic reading practices on the development of fluent reading skills of primary school 2nd grade students under the guidance of teachers and parents was examined. In the study the quasi-experimental design of the quantitative research approach was applied. A total of 30 students (first experimental group: 10, second experimental group: 10 and control group: 10) studying in the second grade of primary school in Macka district of Trabzon province were included in the study. The student reading fluency scale (by the teacher) which was prepared by the researchers was applied to the students as a pre-post-retention test In the application, which lasted for five weeks twice a week; dialogic reading was implemented with the experimental groups (1st experimental group: parents-teacher-students, 2nd experimental group: teacher-students), and traditional reading was implemented with the control group. Since the assumptions of the ANCOVA test could not be met after the application, the significant difference between the pre-posttest and post-retention test scores of each group was determined with the Wilcoxon Signed Rank Test. The significance between the pre-post test and retention test scores of the groups was determined by the Kruskal Wallis test. At the end of the study; it was determined that the dialogic reading practice performed in the presence of parents and teachers created a statistically significant difference in the automaticity and accuracy sub-dimension of fluent reading, but not in the prosody sub-dimension. The development of dialogic reading under the guidance of parents and teachers in the automaticity and accuracy sub-dimension of fluent reading continues in permanence. [This article includes an extended summary in Turkish.]