The purpose of this study was to determine and to interpret the effect of two differing approaches to reading instruction on the self-social concepts of first grade children. The concepts analyzed were self-esteem; social interest; individuation; complexity; realism; identifications with mother, father, teacher, and friend; and preferences for mother, father, teacher, and friend. Two groups of first graders were selected according to similar grade, age, race, sex, and socioeconomic area. The subjects were paired on reading achievement test scores from the Stanford Achievement Reading Test. The experimental group had had the Language Experience Approach to reading while the control group was formed of students who had had the Basal Reading Approach to reading. Measurement data were collected over a 140-day period. Some of the results indicated that: the Language Experience Approach boys developed greater self-esteem, social interests, individuation, realism, and preference for father than the Basal Reading group; the Language Experience Approach girls developed greater self-esteem, social interest, and identification with friends than the Basal Reading girls; and the Basal Reading girls developed greater identification with teacher than the Language Experience girls. (Author/WR)