Three psycho-social variables, identified as modeling influences of children's fathers, children's sex-typing of reading, and their judgmental conformity were investigated as possible correlates of reading achievement in grades one, two, and three. The subjects were 226 children from the first, second and third grades, all of whom came from predominantly middle class families. It was found that children's sex-typing of reading could not be predicted either on the basis of their fathers' formal education or on the basis of their modeling of reading in the home. The second hypothesis, that reading achievement would be higher for those children associating reading with their own sex, received only limited and somewhat equivocal support. The third hypothesis, that reading achievement would be greater for those children who were more influenced by the perceptual judgment cues of a teacher-model, also received limited and equivocal support. (Author/LL)