To determine the multivariate relationships of measures of convergent thinking, divergent thinking, and self-concept with reading achievement was the purpose of this study. Measures of verbal divergent thinking and self-concept were administered to 188 fourth and sixth grade students from an urban, lower middle class elementary school. Reading achievement and intelligence scores were identified from school records. Correlational and multiple regression analyses were conducted for the total sample and by sex and grade level for word knowledge and comprehension. The findings indicated that intelligence and the divergent thinking variables were highly related with reading, that intelligence and flexibility were generally predictive of reading achievement, that the combination of convergent thinking, divergent thinking, and self-concept variables accounted for approximately 60 percent of the variance in reading achievement, and that the addition of fluency, originality, and self-concept produced complex and interactional relationships with sex and grade level. (WR)