The patterns of teacher-pupil interaction during first-grade reading instruction as a function of pupil sex were investigated. A total of 439 boys and girls and 71 teachers comprised the sample. The study involved three major phases: measurement of teacher attitudes, classroom observation of teacher-pupil interaction, and measurement of pupils' reading achievement. An educational attitude scale, a classroom observation record, and tests of reading readiness and achievement were used. The results were analyzed by using an analysis of variance and covariance. All of the teachers in this study were female, and results showed that they behaved differently in their interactions with boys as compared to girls. The interaction was related to teacher attitudes also. The study showed that sex differences in learning do exist and should be considered in educational planning. References are included. (Author/NH)