To investigate relationships among reading scores, college academic performance, degree expectations, self-assessed skills, and retention, data from "The Nelson-Denny Reading Test" and background information from "The New Student Survey" were correlated with the freshman year academic performance and enrollment status at the beginning of the junior year of 490 students. Comparisons of correlations by academic fields of study revealed differences in predictive strength of the variables. The data indicated students' self-assessed skills were significantly related to actual reading scores, and that academic performance and retention could be predicted with moderate reliability using the Nelson-Denny Reading Test scores and students' self-assessed degree of preparation, and their degree expectations. (Author/TJ)