Considering the importance of psychological factors in learners' reading abilities, this study examines the relationship between flow, emotioncy, and reading comprehension. To this end, 238 upper-intermediate and advanced English as a Foreign Language (EFL) learners were asked to take four tests of reading comprehension along with flow and emotioncy scales. Rasch analysis, confirmatory factor analysis (CFA), and correlations were used to analyse the data. The results demonstrated that emotioncy has a significant relationship with flow in three out of four and with reading comprehension in one out of four used topics. Furthermore, it was revealed that emotioncy and flow are predictors of reading comprehension, and emotioncy has a distal effect on reading comprehension. In the end, implications are provided in the context of EFL teaching.