Reading is a complex developmental process that involves decoding print, monitoring comprehension, and establishing meaningful connections with prior knowledge and experience. It concerns the mastery of five reading-related components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The focus of this study examined these five components for 65 six-year-old children from three Montessori schoolhouses and correlations between and among the factors in order to see whether there were gender differences in reading and to discuss possible causes of differences.