Psychologists, educators, reading specialists, and others have been investigating reading success and reading failure for more than a quarter of a century. Critical analyses have been made of many factors, such as socioeconomic status, intellectual capacity, various instructional methods, and certain aspects of personality. Many noteworthy studies have been made of the relationship of selected personality variables to reading success and to reading failure. Early attempts to isolate personality variables that contribute to reading success or to reading failure have concerned themselves with larger multivariate segments of the personality, such as self-concept. Through research and clinical observations, reading counselors and clinicians have learned that they cannot consider remedial treatment for unsuc-