Intended to be of help to teachers who deal with students having problems in reading, this annotated bibliography examines research findings on the relationship between reading achievement and self-concept in elementary students. The introductory portion states the problem and the purpose of the study, as well as its limitations and organization. The 28 annotations follow, incorporating studies on self-concept and reading, the implications for teachers regarding classroom climate and instructional strategies, and the effectiveness of self-concept enhancement. The summary provides an overview of the annotated literature, followed by conclusions and recommendations. Twenty-nine references conclude the work. (SR)