The relationship between reading achievement, class placement, and self-concept was investigated with three groups of educable mentally retarded (EMR) male children between 102 and 144 months old: 30 Ss enrolled full-time in a special class, 30 Ss enrolled in the fourth grade regular classes, and 30 Ss integrated in the regular fourth grade program and receiving additional support beyond that ordinarily provided in regular classes through learning resource centers. Results indicated that the self-concept of segregated and integrated EMR children receiving special help was lower than that of regular class EMR children. Differences in reading achievement and self-concept were found for the three settings. (Author/IM)