The purpose of this study was to find factors related to the success in reading of low-income white children in high schools in five West Virginia counties. The study asked whether disadvantaged students who succeed in reading differ significantly from disadvantaged students who fail in reading: (1) in the amount of their participation in physical activities; (2) in the amount of their participation in social activities; (3) with regard to preference for solitary activities; (4) by having parents who encourage them to read by providing books and other reading material; (5) by having parents who value an education; (6) by having been read to by parents, other adults, or by siblings; (7) in the degree of identification with school; (8) with regard to a positive affiliation with their teacher; (9) with regard to the method by which they learned to read; or (10) by having at least one teacher who has shown a personal interest in them. The students were interviewed in school, their parents were interviewed in the home, and their teachers were interviewed at home or in school. Significant differences were found for use of free time, influence of the home environment, parents' role, and teacher influence. (Author/WR)