The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The results revealed that the students comprehended the narrative text better when they heard it read by the instructor versus when they read text independently. However, it was concluded that there was no significant difference in comprehension expository texts between students who read the text those for whom the text was narrated. Moreover, the achievement of Turkish class was a predictor variable in reading and listening comprehension of students.