A survey of research indicates that a high correlation exists between the attending behavior of beginning readers and their ability to learn to read. Level of attention can be associated with ability to ignore unrelated stimuli, interest in the reading material, perceptual problems, and the sex of the reader. It is suggested that sex differences in attending behavior may be a result of the content of reading materials in the primary grades; that is, girls' higher performance is due to their greater interest in what is usually female-oriented subject matter. Teachers should therefore take care to provide material which interests both sexes and should encourage reading tasks which necessitate active attention. They should utilize a multisensory approach when appropriate, teach attending skills prior to formal reading instruction, and become aware of possible distracting influences and perceptual problems. (KS)