This correlational study of animal identifications, learning preferences, reading, and reading-related academic skills uncovered several clear patterns of relationship. Data were derived from a subsample of 94 tenth-grade students, who were drawn from over 1,000 randomly selected subjects in grades seven through twelve at a large, predominantly white, midwestern school district. The Manzo Bestiary Inventory and the Learning Preference Inventory, two original instruments, were used to assess students' general social-psychological characteristics, as inferred from identification with specific animals, and preferences for certain teaching procedures (lecture, lecture-discussion, small group work, etc.). Performance on two cloze passages, multiple choice comprehension and vocabulary scores on these passages, writing abilities, and self-reported educational goals were also assessed. Sex differences were noted. Data, compressed into two matrices, are presented in a visual display. (KS)