A study established whether self-esteem had a positive significant effect on reading achievement. Data were collected from 117 fourth-grade students in a middle class suburban setting. Results of a self-esteem test (the Piers-Harris Children's Self-Concept Scale) were correlated to standardized reading test scores (California Achievement Test--Total Reading) and found to have a positive, but not significant, effect. The low positive correlation challenges the effectiveness of educational intervention programs that seek to raise reading achievement by improving global self-concept. (One table of data is included; 18 references and an appendix of data are attached.) (Author/RS)