The attitudes, feelings, and self-concept of 30 sixth-grade children from high reading groups and 30 from low reading groups as related to ability grouping in the teaching of reading were examined in this study. The Piers-Harris Children's Self Concept Scale, the San Diego County Inventory of Reading Attitude, and an interview schedule developed by the investigator were used to determine self-concept development and reading attitude. Significant differences were found between the two groups on self-concept, attitudes toward reading, and feelings toward reading in ability groups on ten of the 24 items of the questionnaire. The data from this study support the conjecture that ability grouping in the teaching of reading is a negative practice, reinforcing negative self-concepts and negative attitudes toward reading. Results also showed that ability grouping leads to stereotyped and stratified roles and parental, teacher, and peer pressures that could prevent the child from developing healthy social relations and a positive self-concept. Alternative approaches to the teaching of reading through more individualized and personalized methods are cited. (Author/TO)