The purpose of this study was to determine the relationship between televiewing and the reading interests of seventh grade pupils using 300 television (TV) tie-ins comprised of 18 different titles. The subjects were 253 pupils representing four seventh grade classes from low, middle, and high socioeconomic backgrounds in a suburban setting. The subjects were pretested to determine IQ, social environment, TV influence, and reading preferences. After the pretesting, the subjects were given six weeks to freely read (or not read) the TV tie-ins. The subjects were then posttested using two questionnaires to discover the comprehension and personal reactions of the pupils to the TV tie-ins and the types of books (non-TV tie-ins) read voluntarily by the pupils during the period of study. The results indicated that: TV tie-ins were preferred over non-TV tie-ins of the books used by the total population regardless of socioeconomic background; both boys and girls reported spending three times as much time watching television as they did reading books; parents exerted almost no control over the kinds of television programs their children watched; if a pupil spent much time watching television he was inclined to read TV tie-ins; and no pupil felt TV tie-ins were difficult to read. (Author/WR)