“…Peer acceptance enables students to engage in rather than withdraw from classroom learning and activities (Buhs & Ladd, ; Ladd, Kochenderfer, & Coleman, ; Lubbers, Van Der Werf, Snijders, Creemers, & Kuyper, ) and gives them access to group activities and collaborative learning experiences (Buhs & Ladd, ; Ladd et al., ), which promote their academic achievement. A wealth of evidence indicates that students benefit from being accepted by their peer group in regard to their academic competence (e.g., Buhs, Ladd, & Herald, ; Flook, Repetti, & Ullman, ; Guay, Boivin, & Hodges, ; Ollendick, Weist, Borden, & Greene, ; O'Neil, Welsh, Parke, Wang, & Strand, ; Wood, ), but less is known about the associations of peer acceptance with the development of specific skills, such as reading (for exceptions, see Li, ). The recent results by Morgan, Farkas, and Wu () suggest that the topic deserves attention.…”