This study examined student attitudes toward reading and evaluated the effects of grade level, reading achievement, sex, race, and social status upon reading attitudes. Fifteen classrooms, consisting of 260 fourth and sixth grade students, participated in the study. After individual reading achievement scores were determined for each student, two measures of attitude were administered in one day: the Estes Reading Attitude Scale, measuring attitudes toward reading, and the Diehl Reading Attitude Scale, determining attitudes toward 25 reading-related concepts. Results of the study imply that: girls have a significantly more favorable attitude toward reading than boys; students with above-grade achievement scores show a more positive attitude toward reading and reading-related concepts than students with scores below-grade level; and lower status students and black students convey less positive reading attitudes than white, middle status, and upper status students. (MAI)