Background & Objective: The symptoms of obsession and compulsion in schools are different, and many of them are more well-known compared to other compulsions, and some of them are also less discussed. One type of obsessive-compulsive disorder which is less addressed is reading and writing compulsion which is manifested by rereading and rewriting pattern. Rereading and rewriting is one of the common symptoms of compulsion in schools. Individuals affected by reading and writing compulsion suffer high psychological pressure during reading and writing performance. Enjoyment reduction, slowness and repetition during reading and writing are the most significant problems of such students. Additionally, social issues, isolation and low self-esteem are also the main problems of students affected by this disorder. Of course, despite the reading and writing compulsion has such important outcomes, reviewing domestic and foreign information sources showed that the single available independent scale to evaluate this disorder among the students is the reading and writing compulsion scale (Emamgholizadeh, 2017). Therefore, regarding the reading and writing compulsion has a significant effect on the educational and behavioral functions of students, the validation of the above-mentioned scale can help the screening and assessment of the reading and writing compulsion of high school students and the development of studies within the educational domain. In this way, the objective of this study is to examine the psychometric characteristics (CONFIRMATORY FACTORIAL analysis, differential validity, reliability and cutting point) of the reading and writing compulsion scale among the high school students in Babol city. Methods: The present research was a descriptive type and of psychometric studies. Statistical population of this research includes all high school students of Babol city during the academic year 2017 – 2018. Out of this number, 410 students (172 girl students and 238 boy students with age range between 15-18 years old) were selected randomly using multi-stage clustering sampling method as the sample and completed the reading and writing compulsion scale. The STRUCTURE of the reading and writing compulsion scale factors was performed using the CONFIRMATORY FACTORIAL Analysis; the differential validity was performed using the independent t-test, the `scale reliability performed by Cronbach alpha coefficient, and determination of cutting point was performed using ROC curve and Youden’ s index. Lisrel software version 8. 50 and Medcale software version18. 5 used for data analysis. Results: The results indicated lack of desirable goodness of the original model of reading and writing compulsion scale (21-item), but after the omission of three items, the second model with 18 items enjoyed a desirable goodness index. The indices of the CONFIRMATORY FACTORIAL analysis such as chi-square value (1. 99), Root mean squared error approximation (RMSEA) (0. 049), Comparative fit index (CFI) (0. 93), Goodness fit index (GFI) (0. 93), Adjusted goodness fit index (AGFI) (0. 91), Non-normed fit index (NNFI) (0. 93), have also confirmed the goodness of four-component model with 18 items, after omission of three items. According to the original research, these factors were called rewriting, rereading, perfectionist slow reading, and over close reading. Also, the significant difference between the scores of students affected by the reading and writing compulsion disorder and those of the healthy students represented the differential validity of scale in the assessment of reading and writing compulsion. Cronbach alpha coefficient index used to estimate the internal consistency of this scale, which its value was calculated 0. 84 for total scale which shows that this scale enjoys a desired internal consistency. ROC curve and Youden’ s index used to determine the cutting point of scale; Area under ROC curve was equal to 0. 80. Using Youden’ s index, the cutting point 82 considered as the best cutting point of the scale. In this point, the sensitivity and the specificity of the scale were 66. 67 and 83. 33, respectively. Conclusion: The result of the present study showed that a modified version of reading and writing compulsion scale the desirable validity and reliability. This scale can be used for screening and assessment of reading and writing compulsion of high school students as well as research studies.