The relationship between gender and reading achievement and gender and early literacy experiences was examined. It was hypothesized that gender differences do not exist in relation to reading achievement, but early literacy experiences do differ in relation to gender. Subjects were students in grades 6, 7, and 8. Results indicate that there are no significant differences in reading achievement in relation to gender at the middle school level. There are implications for family influences on literacy, where mothers are most involved in exposing children to literacy activities at an early age. (Contains 31 references and 2 tables of data. Appendixes contain a table of data and the questionnaire.) (Author/RS)