The purpose of this study is to verify the causalrelationship between middle school students' critical reading skills, scienceliteracy skills and attitudes towards science literacy with research dataaccording to the default model. Through the structural equation modeling, pathanalysis has been applied in the study which was designed in correlationalmodel. The sample of the studyconsists of 1170 students enrolled in 18 schools determined based onsocio-economic status. However, the results showed that validity criteria wassatisfied with the 1130 participants. As data collection tool, the scale of criticalreading skills, science literacy skills test, and the attitude scale towardscience literacy were used. Descriptive statistics, Pearson product moment correlationanalysis technique and path analysis were employed for the data analysis. Thefindings of the research show that there are significant and positive relationsbetween critical reading skills, science literacy skills and attitudes towardsscience. In addition, critical reading skills have a statistically positivepredictive effect on science literacy skill. It has also been founded thatscience literacy skills predict the attitudes towards scientific literacy in ameaningful way. Moreover, critical reading skills directly predict thescientific literacy in a meaningful, positive direction. It has been revealed that science literacy skill, whichexists in the model, acts as partial mediating variable. As a result, asput forward in theory, critical thinking, critical reading skill, and scienceliteracy skills and attitudes have been found to be closely related.