Investigated whether sex differences in reading comprehension are affected by variations in the interest level of the material. 49 male and 38 female 5th graders' interests were assessed using a picture-rating technique. Each child then read material that corresponded to his or her high- and low-interest areas. The cloze procedure was used to measure comprehension. Results indicate that boys read as well as girls on high-interest material but that they were significantly poorer readers of low-interest material.