DESCRIPTORS

The independent reading behavior of 150 achieving fifth graders was investigated. Attention was directed toward the quality and variety of choice as well as to the number of books read. These variables were intercorrelated with standardized achievement tests, IQ, and a number of noncognitive and dealographic variables. Indices of quantity, variety, and quality were derived from (1) records of library usage, (2) the child's own record of books read, and (3) time records of out-of-school activities. Correspondence across data sources supported validity. Significant findings suggested that (1) auantity of reading was related positively to reading efficiency, intelligence, socioeconomic class, and attitude toward reading, (2) avid readers were characterized by distinctive personality patterns which were different for boys and girls, (3) variety of reading increased as a function of quantity, and (a) quality of reading was negatively related to quantity, efficiency