Using a correlational research design, this dissertation sought to examine the variables--self-efficacy, motivation, reading attitude, and gender--which could serve as a predictors for reading achievement with a purposive sample of 81 African-American 5th grade males attending two elementary schools in North Texas. Using a bivariate correlation, multiple regression analysis, and t-test for independent samples, the results revealed that self-efficacy was highly correlated with reading attitude and motivation among African-American males in 5th grade. The results also revealed that among 5th grade students, self-efficacy, motivation, and reading attitude, and gender were not statistically significant predictors of reading achievement. Implications for school psychology and recommendations for future research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]