This study aims to determine the relation between primary school fourth grade students’ attitudes towards reading and reading comprehension levels and make a comparative analysis of these variables in terms of number of books read in a month, reading frequency, and regular reading habits. Population of the study is primary school fourth grade students studying in public schools. “Reading Attitude Scale” developed by Yurdakal and Kırmızı (2019) and “Reading Comprehension Achievement Test” developed by Ergen and Batmaz (2019) are used as data collection tools of the study. The scales were applied to 300 students in spring semester of 2019-2020 educational year. The results of the study revealed that students’ attitudes towards reading were at a positive level; however, their reading comprehension achievements were at medium level. There was a weak positive correlation between attitude towards reading and reading comprehension achievement level. It was also found that as number of books students read, time allocated for reading, and regular reading habits increased, their achievement levels increased as well.