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This study sought to determine if there were differences in the types of reading interests of seventh- and eighth-grade pupils associated with their racial origins, their socioeconomic status, or their school environments. It also sought to consider the strength of reading interest scores as related to other variables and to consider the relation-ship between these scores and the number of hours spent in reading and the change in amount of reading since the previous school year. Reading interest was established by use of a questionnaire consisting of categories of reading interests and a question-naire concerning reading habits and influences of reading materials. Social status was determined by applying the two-factor criterion of education and occupation of parents to an index of social status. A sample of 64 7 pupils representin