This study aims to examine the individual and environmental factors affecting the reading comprehension level through the structural equation model. To test the research questions, the relational scanning model, one of the quantitative research methods, was adopted. The research was conducted in Ankara in the 2019-2020 and 2020-2021 academic years. The research group consists of 365 fourth-grade students and their parents. Reading comprehension scale, prosodic reading scale, reading attitude scale, reading motivation scale, vocabulary knowledge scale, meaningless word list (short-term memory) pre-knowledge test, and family effectiveness scale in creating reading culture were used in data collection. In the analysis of the data, the AMOS program was applied to create the structural equation model. According to the findings obtained from the structural equation model, all variables in the model are significant predictors of students' reading comprehension scores. Individual factors have higher predictive power than environmental factors. Among the individual elements, the variable with the highest predictive power was determined as "prior knowledge," and then "vocabulary", "Family participation in reading" was the variable with the highest predictive power among environmental factors. It is observed that the family income level significantly predicts reading comprehension. Among the environmental factors, the variable with the lowest predictive power is "parental education level". As a result, a model has been obtained that will help educators in the applications to be made, in which the factors affecting reading comprehension can be classified according to a specific structure and level of influence.