The relatively few empirical studies that have concentrated on the relationship between television and children's interest and achievement in reading reflect two schools of thought. One group assumes a negative relationship, hypothesizing that time previously devoted to reading has been replaced by increased television viewing. Research in this area has produced uneven results, though there is hope that more sophisticated measurements and methodologies will ultimately reveal the true interaction between television and reading. The second point of view assumes a positive relationship between the two media and suggests that television can stimulate reading. Proponents of this viewpoint are supported by the general successes of "Sesame Street," scripting, and teaching critical television viewing skills in language arts classrooms. According to the research that has been examined, utilizing children's interests in media to teach basic skills in the home and the school now appears to be the predominant trend in education at this time. But this trend has raised concerns about giving the television medium more legitimacy than it deserves and about contributing to declines in the emphasis on print and the quality of reading materials. These issues, as yet to be explored in research, need to be examined to determine the extent of commercial television's usefulness as an educational tool. (RL)