The aim of this research is to examine the reading self-efficacy constructs of middle school students. In recent studies, it has found that self-efficacy beliefs are good predictors of students' academic achievement and subsequent performance choice and procedure. The role of self-efficacy applies to reading achievement and performance. Reading self-efficacy help reader can select reading activity oneself and be willing to read a hard materials, to devote cognitive effort during reading. To examine the reading self efficacy constructs of middle school students, I tried to analyze reading self efficacy scales responsed by 120 academic highschool student. The result of present study are following： First, there are four factors that construct reading self efficacy of the middle chool students and have explanation capability 60.935% of the all variance. It is composed of 1. reading comprehension skills, 2. social recognition, 3. reading progress 4. reader's psychological state in order. second, It does not find gender gap in between girls' and boys' reading efficacy. Third, as higher grade level, middle school students' reading efficacy is on the ebb.