To compare the self-selection book choices of low achieving junior high school students with those of high achieving students, Title I (low achieving) and honor roll (high achieving) students chose books from the library and were given a cloze test based upon the book chosen before reading it. A cloze score of less than 37% determined that a student had chosen a book at frustration level (level at which a reader recognizes 90% of the words or less or makes less than 50% on a comprehension test). Results showed that low achieving students tended to choose books at their frustration level. The Title I students apparently took books off the shelves with little consideration of their ability to read them. Probably, when they did try to read, they could not understand the book so they put it down. In these instances, reading skills were not developed, but negative attitudes toward reading were. Honor Roll students chose books they could read. Probably, their reading skills were enhanced by reading such books. Thus, skilled readers became more skilled. Appendixes contain copies of the cloze tests, verbal instructions to students, and source books for cloze passages. (HOD)