This study investigates the factors that have a bearing on the elementary urban child's standardized reading test scores. Three areas were investigated: parental contact with the school, supportive services that the child received, and the teacher's perception of the child's behavior and the behavior of the child's class. The study included 637 students in grades two through six in a large urban school. Ninety percent of the students were black. It was concluded that supportive services in the classroom gave the urban child an increased opportunity for reading achievement. The research also indicates the chances for success are greater when supportive services are paired with the teacher's favorable perception of the child's behavior and the behavior of the class. (Author/RB)