THIS EXPLORATORY STUDY WAS DESIGNED TO ANALYZE DATA TO DETERMINE IF THE ASSOCIATION REPORTED BY OTHER INVESTIGATORS LINKING LOW SELF-CONCEPTS TO READING DIFFICULTIES WAS CORRECT OR WAS CAUSED BY UNFORTUNATE EXPERIENCES IN READING UNDERMINING SELF-CONCEPTS. A SAMPLE OF 185 KINDERGARTEN ENTRANTS WAS INTERVIEWED AND OBSERVED FOR RATINGS IN RELATION TO THEIR SELF-CONCEPT. TWO YEARS AFTER COMPLETION OF KINDERGARTEN, THE PUPILS WERE AGAIN MEASURED OR RATED AS TO (1) SELF-CONCEPT AND (2) EGO STRENGTH. TWO SERIES OF STATISTICAL TREATMENT WERE UTILIZED--(1) A DICHOTOMIZED INDICATION OF READING PROGRESS, AND (2) SUBGROUPING BY SEX, SOCIOECONOMIC CLASS LEVEL, TYPE OF SCHOOL, AND PRESENT READING BOOK. THE RESULTS OF THIS STUDY WOULD SUGGEST THAT MEASURES OF SELF-CONCEPT AT THE KINDERGARTEN LEVEL WOULD ADD SIGNIFICANTLY TO THE PREDICTIVE EFFICIENCY NOW ATTAINABLE THROUGH MENTAL ABILITY TESTS. IT WOULD APPEAR THAT THE SELF-CONCEPT STANDS IN A CAUSAL RELATIONSHIP TO READING ACHIEVEMENT, AND THAT PROGRESS IN READING DOES NOT HAVE A MARKED EFFECT IN THE FORMATION OF THE SELF-CONCEPT. RECOMMENDATIONS ARE MADE FOR MORE RESEARCH IN THIS AREA USING A VARIETY OF TECHNIQUES AND DESIGNS. (GC)