This article reviews longitudinal research within criminology and the health sciences on the relationship between reading and criminal, delinquent, or antisocial behavior. Longitudinal research in criminology, medicine, and psychology examines the role of reading within a broad set of interactive processes, connecting literacy to public health via its association with child and adolescent behavior, family dynamics, and sociocognitive phenomena such as school-bonding and academic frustration. The article provides a select review of longitudinal research in three areas of concentration: preschool; reading achievement; and antisocial, delinquent, or criminal behavior. Following this review, the article compares longitudinal research in criminology and the health sciences with ethnographic and social practice research within literacy studies. The article discusses the viability of "literacy practices" and "educational resilience" as theoretical frames that may help scholars integrate reading research across disciplines. The article closes with recommendations for expanding the breadth of topics engaged within reading research and for further research on high-stakes testing, resilience, and the relation of literacy to behavior and the bonds and attachments children form with their parents, teachers, and schools.