Sixty seventh and eighth grade students participated in a study that investigated students' viewpoints and attitudes toward reading and the relationship of each of these to their reading achievement. The reading ability of the subjects was determined by scores on the reading subtest of the Stanford Achievement Test, and attitudes toward reading were measured by the Estes Reading Attitude Scale. Elder's 10 interview questions were used to determine subjects' reading viewpoints. The results indicated, contrary to earlier findings, that attitudes toward reading do not vary significantly with achievement. Students were found to have a positive attitude toward reading regardless of their achievement levels. Findings also showed a substantial correlation between the students' reading viewpoints and their achievement. In general, the results suggest that the viewpoint of a student toward reading is of greater importance than his or her attitude toward reading in relation to achievement. (Copies of instruments used in the study are appended.) (FL)