This longitudinal study was a replication of two disparate studies, one of dominance and one of control, which had as subjects 277 seventh- and eighth-grade pupils remaining from an original dominance study of over 500. Eye dominance was determined through hole-in-paper and V-scope; eye control at near and far point, through the telebinocular; hand dominance, through tapping, connecting dots, and a variety of performed acts; reading achievement, through the California Achievement Test; and reading differential, through a formula utilizing IQ's from the California Test of Mental Maturity. While controlling eye and dominant eye were found to be unrelated to each other, no significant difference was observed in reading achievement or reading differential regardless of the dominance or control characteristics of the subjects. A strong tendency was observed for subjects to exhibit more mixed dominance at eight grade than they had at grade 2. Finally, observing no significant difference in dominance patterns of male as compared with female subjects, the authors concluded that neither dominance nor control was a significant factor in the reading achievement of the subjects studied. A bibliography and tables are included. (Author/CM)