In this research, it was aimed to analyze the effects of reading attitudes and reading anxiety of middle school students reading habits through structural equation modeling. The study group, which was formed by simple random sampling in the research conducted by the relational screening model consists of 341 students who were studying on 5th, 6th, 7th and 8th grades. In the collection of the data, "Reading Anxiety Scale (Melanhoglu, 2014)","Reading Attitude Scale (Cakiroglu & Palanci, 2015)" and "Secondary School Reading Habits Scale (Tok, Kucuk, & Kirmaci, 2015)" were used. Data were analyzed by structural equation modeling and SPSS 23 and AMOS 22.0 software were used for the analysis of data. As a result of the research, it was determined that and the reading anxiety and the attitude in which the hypothesis model was valid directly and significantly affected the reading habits. It has been determined that reading anxiety and reading attitude were the most dominant predictor of reading habits, as well as explaining 42% of reading habits, and that reading habits were both directly and indirectly influenced by reading anxiety and they were directly influenced by reading attitude.