This research examines the relationship between reading and writing anxiety of primary school fourth-grade students according to different variables. In this context, the research was carried out with the correlational research model, one of the quantitative research methods. The sample of the study consists of 402 students determined by convenient sampling. The data were collected using the Personal Information Form consisting of demographic variables, the Reading Anxiety Scale used to determine students' reading anxiety, and the Writing Anxiety Scale used to measure students' writing anxiety. SPSS 24 statistical software was used in the analysis of the data. In line with the purpose of the research, a t-test for gender ANOVA was used for parental education levels. Relationships between reading and writing anxiety were analyzed using Pearson Product-Moment correlation analysis and hierarchical regression analysis. In the findings obtained, it was determined that the student's reading and writing anxiety were moderate, there was a difference in reading anxiety according to gender, and education level of the parents, and a difference in writing anxiety according to the education level of the parents. It was determined that there was a positive and highly significant relationship between reading and writing anxiety. In addition, there is a significant predictiveness of reading anxiety in students' writing anxiety.