Abstract
This study was undertaken to secure data needed by Southern educators in improving reading programs in Southern Negro high schools. It is concerned with the difficulties which pupils in Southern Negro high schools encounter in interpreting assigned materials in four content fields English, history, science and mathematics. Its major purposes are to deter-mine the nature and extent of the difficulties encountered by these pupils and the relationships, if any, between reading competence and -four selected factors, namely, the mental ability of the pupils, their general reading attainments, their interests in school activities, and their socio-economic backgrounds.
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