The purpose of this study was to compare low readers and high readers in adult basic education (ABE) programs in New Jersey in terms of demographic characteristics, motives for enrolling in ABE, and desire to learn certain functional competencies. Fifty-two low readers and 52 high readers responded to items on the Interview Schedule of the Adult Functional Competency Project and the data were analyzed by the Chi Square Test and "t" test. Results indicated that low readers and high readers were statistically different in race/ethnicity, previous education, and job status, but were similar in sex and income. There were significantly more blacks than whites or others in the low reading group and slightly more high readers than low readers were found among Hispanics and students of other racial backgrounds. Low readers expressed interest in basic skills, job/better life, and coping skills, while high readers were concerned with job/better life, the General Education Degree (GED), and further education. (Six pages of references and the competency interview used in the research are included.) (MAI)