A set of 10 attitudinal items from the 1985 National Assessment of Educational Progress (NAEP) was administered to 131 fifth graders who had taken the Iowa Test of Basic Skills to determine the relationship between reading achievement and attitudes. Complete, appropriate data were available for 114 students. Teachers' responses to selected NAEP attitude items were also obtained. The Kruskal-Wallis analysis of variance by ranks procedure was used to determine relations among students' opinions of their reading ability, teachers' opinions of the students' reading ability, and standardized test performance. The sign test was used to compare teachers' and students' opinions of students' reading skill levels. Results indicate that: (1) teachers' opinions were consistent with students' standardized test scores; (2) teachers labelled twice the number of students as good readers as did students themselves; and (3) the standardized test and the classroom teacher may focus on different reading skills in order to assess student performance. Nine data tables are included. (TJH)