The functional relationship between levels of academic survival skills (class behavior) and academic reading achievement of low-achieving students was investigated. Ss were 18 first grade children from three regular classes, one of which was designated as control (N=6) and the other two as experimental (N=12). Teachers were trained in the use of reinforcement techniques to increase Attending, Working, and Volunteering behaviors and decrease Looking Around by students. Reading achievement was tested prior to, immediately following, and 4-6 weeks after the intervention period of 20 school days. Observations of class behavior using a sequential coding system were made during the same weeks of achievement testing. Results showed that the intervention procedures were effective in increasing experimentals' academic survival behaviors, that the gains were maintained during the followup period, and that the behavior gains were indeed related to gains in reading achievement. For both groups, behavioral changes (gains or losses) between each assessment period were reflected in concomitant achievement changes. (KW)