The two readers used in this study were both editions of the Ginn Basal Reading Series. Illustrations in the older Revised Editions depicted no black characters. The newer 100 Editions introduce black characters in the illustrations. The research tested children's preferences for these basal readers by sex, grade level, achievement levels within grades, as well as combined-grade achievement levels. In addition, reasons for preferences were examined within those dimensions. The total population consisted of 558 black children in a Detroit Public School. All subjects were given three minutes to examine each edition of the basal readers appropriate to their grade level. Subjects were then asked for their preference and the reason for that preference. The significant differences between preferences were all found in sex. Some of the findings were that girls in Primary I demonstrated a strong preference for the 100 Edition while boys at this level demonstrated a preference for the Revised Edition. It was concluded that boys and girls were influenced differently when they chose a basal reader. (Author/TS)