The major purpose of this study was to ascertain the relative effectiveness of the classroom discussion approach and the tutorial approach in using literature for the development of ego identity among adolescents of high, average, and low reading achievement levels. The sample consisted of 184 ninth and tenth grade students enrolled in a northern New Jersey secondary school. The instrument selected as the pretreatment and posttreatment measure was the High School Form of the Index of Adjustment and Values, which yielded a self-identity score. The investigator divided the classes into high, average, and low reading achievement levels. One class from each reading achievement level was randomly selected for assignment to the classroom discussion approach or the control group. Ten students at each reading achievement level were randomly assigned to the tutorial approach. Teachers were instructed in the methods of approach. Some of the findings were: (1) for the components of self-identity and self-acceptance, the discussion group scored significantly higher than the other groups, while the tutorial group was higher than the control group; (2) for the components of self-identity and self-acceptance, the high reading achievement level group scored significantly higher than the others. (Author/MKM)