Turkey is known to be different from the main language of teaching language students. At the same time bilingual (Turkish and Kurdish) counted as students studying in question throughout their lives and where they live is an indisputable reality problems. Especially in reading these problems clearly showed itself can be specified. This situation no doubt read context gives rise to concerns. Within the framework of their bi-lingual students read this concerns negative sense, can be said to affect the reading process. The aim of this study; mother tongue education is different from the language of bilingual secondary school 5., 6., 7. and 8. class students read their concerns; gender, grade level, and according to the socio-economic level variable is to examine whether differentiating differentiation. The criteria from the province of Van, the survey sampling via 315 selected schools bilingual (146, male 179) student. In the study, ‘Reading Anxiety Scale’ developed by Çeliktürk and Yamaç (2015) was used to determine the reading anxiety of bilingual secondary school students. According to the results of the study, the Cronbach's Alpha coefficient calculated for the whole Reading Anxiety Scale was found to be 0.95. Findings obtained at the end of the study showed that female and male students' reading anxiety levels were similar. It was also concluded that 5th grade students had lower levels of anxiety for reading. In addition, as the socio-economic level was poor, students' anxiety about reading was high.
Reading, Reading Anxiety, Bilingualism