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The article presents a study on 238 first-grade children's perceptions of interactions, as reported by questionnaire-interviews; and actual teacher-student interaction, and measured by a Reading Observation Record, to determine whether teachers discriminated against boys. Obtained data were treated by use of chi-square and analysis of variance procedures. In addition, reading achievement scores of boys and girls were compared. Results indicated that children perceived that teachers discriminated against boys and favored girls in the situation of reading instruction. On the other hand, an analysis of observations of actual teacher-pupil interaction revealed no differential treatment. Boys' and girls' achievement did not differ significantly.

This discussion of the hypothesis, evidence, and inference presented in an American Educational Research Journal article has attempted to highlight the strengths and weaknesses of the material presented. The purpose here is not to question the competency of the principal investigator, for undoubtedly many of the questions raised herein could be answered by referring to the detailed report of the study that was submitted to the U. S. Office of Education. This discussion is presented to call the attention of the readers to strengths and weaknesses of the study, to encourage their consideration of them in reaching conclusions, and to encourage others to engage in the process of critical evaluation of publisbed research articles. [ABSTRACT FROM AUTHOR]