Part 2 of a study designed to investigate the effects of individual goal-setting conferences on attitude toward reading and on reading achievement reports discussion of the findings, appendixes including materials and tests used, and a bibliography. Two parallel studies were conducted, the first using third and fourth graders and the second using first and second graders. Subjects were blocked by sex and previous reading achievement and assigned to three treatment groups: (1) individual goal-setting conferences, (2) individual conferences without goal-setting, and (3) control. All groups had the same classroom treatment. Reading achievement was tested by an experimenter-devised test and by appropriate subtests of the Wisconsin Tests of Reading Skill Development. Attitude was measured by the Primary Pupil Reading Attitude Inventory and by an experimenter-devised scale. Effects of goal-setting were also measured. The results showed that pupils in group 1 set fewer goals, experienced less discrepancy between goals set and achieved, but also indicated less confidence in the ability to achieve goals. With respect to reading achievement, younger children showed significant differences on standardized and experimenter-designed measures, but older children did not. No significant differences in attitude were found. (Author/MS)