A study determined if either school entry age or gender had any effect on the reading achievement of 121 second-grade students from the Metuchen, New Jersey, public school district. The subjects were administered the California Achievement Test in the Spring of 1994. Results indicated that late starters scored significantly better than early starters, whereas there were no gender differences in achievement. (Contains 62 references and two tables of data. An appendix containing study data is attached.) (Author/RS)