A model was developed to relate home, school, and extracurricular experiences (from preschool through high school) to the reading achievement of high school seniors. Variables representing each of these factors were measured using "The Reading Biographer," an instrument that had been evaluated in a national follow-up study of 3,959 high school seniors. Data from a sample of 2,177 of these students were placed in three categories, i.e., higher, moderate, or low involvement on each of nine variables representing home, school, or extracurricular activities at preschool, elementary school, or high school levels. Mean reading scores were computed for each of the involvement levels of all nine factor variables, and an analysis of variance identified variables that yielded significant differences. Regression equations for various subgroups of interest were used to validate the model across social class and gender subgroups. Results reveal that common factors were important for all subgroups in acquiring adult reading skills. An unexpected result was that early childhood experiences were important in predicting adult reading status. Three tables and two figures summarize study data. (Author/SLD)