This study aims to determine the effect of the digital stories on the fluent reading skills of primary school 4th-grade students. A quasi-experimental design with a pre-test and post-test control group was used in the study. The participants comprised 46 4th-grade students from the villages of the Silvan district of Diyarbakir Province. Twenty-three students formed the control group, and 23 formed the experimental group. The study was conducted in eight weeks in the 2022-2023 academic year. In this process, first, students' fluent reading skills were measured before the treatment. Then, eight reading passages were prepared in digital story format and used in Turkish lessons. When the treatment ended, the fluent reading skills of the students were measured again. Independent Sample t-test was used to determine significant differences between the experimental and control groups. The results indicated no significant difference between the initial fluent reading levels of the groups. In this context, it can be said that the use of digital stories in reading activities improves students' fluent reading skills.