To answer questions concerning the simple and multivariate relationships of intelligence, divergent thinking, and self-concept with reading achievement, measures of verbal divergent thinking and self-concept were administered to 188 students from an urban, lower middle class, elementary school. Reading achievement and intelligence scores were identified from school records. Flexibility was the divergent thinking variable most highly related with reading. In the multiple regression analysis, flexibility appeared in each of the optimum prediction sets. The relationships of the other verbal divergent thinking variables (fluency and originality) and self-concept were complex and interactional with sex and grade level. (Author)