Students' drawings of the family were used as a projective diagnostic tool for analyzing social-psychological family roles of intellectually normal and superior students who have reading-learning problems. Drawings of two groups of students were presented. One was called the "Honor Five," made up of college honor students, and the other was called the "Expressive Fifteen," composed of college and high school students who were intellectually normal and superior individuals with reading problems. Each drawing was accompanied by a descriptive and interpretive commentary. Interpretations were made in terms of the balance in the drawings, family members presented and their distribution, the subject's position in the drawing as closer to either of the parents, and the expressions and gestures of the family members. Compared to the "Honor Five" group, in which all except one of the drawings were free of conflict and antagonism, more negative than positive forces were found to show up in the drawings of the "Expressive Fifteen" group. The author suggested that factors other than intellectual ability impede the reading-learning process. Two of the drawings and references are included. (AW)